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LGBT Thesis Manuscript
LGBT Thesis Manuscript
An Undergraduate Thesis
Presented to
the Faculty of the Department of Psychology
College of Arts and Sciences
San Beda University Manila
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Psychology
by:
Jonathan Michael Baldorado
2019
2
ABSTRACT
There is currently a growing interest on the studies towards LGBT. The present study
adolescent college students of San Beda University. Two scales were used in this research
namely Homophobic Content Agent Test (HCAT) and Adolescent Self-Esteem Questionnaire
(ASQ). Both measures have an acceptable internal consistency. The questionnaires were
administered individually to 105 Male students aged 18 – 24. The result show that the
participants have low level of self-esteem and a high level of homophobic bullying behavior
correlated with one another. These findings were about the factors that lead to the positive
CHAPTER I
INTRODUCTION
Today many individuals have dealt with the horrible effects and outcomes of bullying.
Some people may have a friend or loved one who has been a victim of bullying and considered
harming themselves or others due to the embarrassment caused from the predator. What people
fail to realize is bullying puts strain on more than one person and what maybe set out to be a
joke is more than able to transpire into a tragedy. Nothing good comes out of bullying. It could
There are many definitions of gender in society today, and there are many reasons for
these different definitions. To every person gender may have a different meaning depending
on personal experiences or depending on how they choose to view it. Not only we see gender
as a way of categorizing people by their actions and or physical appearance but also, gender is
an issue brought up a lot in today's society and has been an issue for many years since people
are branded as feminine or masculine by their actions, their emotions, and their physical traits.
Pascoe (2013) have researched that scholars of masculinity have pointed out that
homophobia is central to how boys come to think of themselves as men. Indeed, bullying is
part a rite of passage for many boys. As such, Pascoe said that their homophobia is a distinctly
gendered homophobia. To call their interactions homophobic bullying without paying attention
to their gendered content complicates the way in which this sexuality-related bullying works
Even though research about bullying and victimization has undergone a significant
increase in recent years, its relationship with other areas, such as homophobia, has received far
4
less attention (Espelage, 2005). In fact, the practice of bullying encompasses a variety of ages,
bothering, threatening or harassing) towards lesbian, gay and bisexual (LGB) persons (Wright
Jr, Adams & Bernat, 2013). It is noteworthy that homophobic bullying behavior may be
expressed both towards heterosexual and LGB individuals, in other words, heterosexual
students can also be victims of homophobia not because of their sexual orientation, but because
they are perceived as being different in some way than the traditional expectations of male and
significant turning point for developmentally-related growth (or decline) that individuals will
key in preventing the later victimization of LGBT students. Researchers have argued that boys
are embedded in cultural ideals of masculinity that have limited and stigmatized their
& Awad 2014). Furthermore, expressing vulnerability in times of distress may be particularly
Dominance Theory and Bullying Perpetration. The desire for power and dominance is
a central motivating factor that fuels bullying behavior and bullies use intimidation and
humiliation as a means of obtaining power. Social Dominance theory (SDT; Sidanius & Pratto,
1999) and dominance theory (Long & Pellegrini, 2003) provide insight into the bullying
5
dynamic. Both theories indicate that youth bully one another in their attempts to gain group
and individual-levels of social dominance, and then maintain their social status through
ongoing bullying. In other words, bullying perpetration is used as means of establishing and
hierarchies are formed when an individual gains social status and power using personal
characteristics such as a charismatic leadership style or intelligence (Sidanius & Pratto, 1999).
For example, in the bullying dynamic, ‘‘ringleader’’ bullies can usually be identified
(Salmivalli, 2010; p. 113) and these youth might use their charisma and skill for humiliating
less powerful classmates as a means of gaining social prestige and establishing dominance.
In relation to the study, since males are perceived to be the dominant race in society,
men often see themselves as a powerful being who does whatever they please. It is mostly seen
everywhere we go such as the school, workplace and even told in the news. Bullying has been
in our system whenever we want to drag someone down and try to find someone to pick on. If
someone inferior tries to fight back you fight back as well because if he overpowers the bully,
then then bully would be seen as weak and he will lose the dominance he’s been holding and
will be transferred to another person. He will start to look for another target to regain his lost
Identity Theory and Self-Esteem. For any given child, there is an amalgamation of
ecological factors that have an impact on development; these factors in turn influence exhibited
behaviors. According to Brofenbrenner’s ecological systems theory (1979) which was cited by
(Kendrick, 2015), these dynamics are internal as well as environmental. They are also
bidirectional in that the scope of influence flows in both directions and is dependent upon the
theory suggests that bullying behaviors are the influential result of environmental relationships
with significant others such as school, community, and family. This theory attributes bullying
behaviors to multifarious interfaces between an individual and the environments in which they
are embedded, as opposed to be an innate personal characteristic (Carney & Nottis, 2008;
Coyle, 2008; Espelage & Swearer, 2003; Varjas, 2008). This perspective suggests that when
whole-school approach are the most effective choices because they target environmental
systems at multiple levels, thereby providing for a more comprehensive and positive outcome
In connection towards this study, the topic of male overcompensation emphasizes that
most males react to masculine insecurity by acting out behaviors the most men would do, or
they try to copy the idea of what being a man is to enhance their masculinity. Their pursuit of
masculinity in the face of threats is driven by desires to recover masculine status both in their
own and others’ eyes. Those males who exhibit the most masculine traits or forces to fit in,
Figure 1. This paradigm shows the relationship of Homophobic Bullying towards Self-Esteem.
7
This paradigm shows the relationship of homophobic bullying and self-esteem. The
first figure shows the variable of homophobic bullying followed by a double headed arrow
adolescents?
Hypothesis:
The study will provide further learning on the factors on why the male group engage in
homophobic bullying behaviors and if self-esteem may be one of the factors for males to
engage in this behavior. This study will not only encourage the students to change their attitude
towards other people but also serve as a remedy to the minds of every individual to become
8
open minded about the consequences of their action. On the other hand, parents may use this
study to be aware about the kind of attitude their child may be possessing. It will give them
hints on how they would help and encourage their child to avoid bullying. Furthermore, future
researchers may make use of the results and make this study as their basis. Finally, results
and finding may cover the gap and limitations which was presented in the article of Bianchi,
Piccoli, Zotti, Fasoli, & Carnaghi, (2017) to further improve understanding towards the
Definition of Terms:
Homophobic bullying is defined as bullying
Homophobic Bullying
behaviors that are motivated by prejudice against a
and body-image.
9
Male Adolescents
An adolescent is young person who is developing into
CHAPTER II
LITERATURE REVIEW
collected scholarly materials that deals with the research problem at hand.
Homophobic Bullying
Even though research about bullying and victimization has undergone a significant
increase in recent years, its relationship with other areas, such as homophobia, has received far
less attention (Poteat & Espelage, 2005). In fact, the practice of bullying encompasses a variety
of ages, genders, and different forms of expression, one of which is homophobia. Homophobia
involves beliefs, attitudes, stereotypes, and negative behavior (e.g. bothering, threatening or
harassing) towards lesbian, gay and bisexual (LGB) persons (Wright, 2013).
(LGBTQ) people. This fear can include uncomfortable feelings when around gays and
lesbians. It can also lead to rejection and verbal or physical abuse. Homophobia can be found
Young men’s homophobic practices often take the form of a “fag discourse” consisting
of jokes, taunts, imitations, and threats through which boys publicly signal their rejection of
that which is considered not masculine enough. In other words, homophobic harassment has
much to do with definitions of masculinity as it does with fear of gay men. These insults are
levied against boys who are not masculine, if only momentarily, and boys who identify as gay.
Interactions like this set up a complicated daily ordeal in which boys continually strive to avoid
being subject to epithets but are constantly vulnerable to them (Pascoe, 2013).
11
masculinity that values dominance, assertiveness, and lack of emotions (Birkett & Espelage
2015). Scholars of masculinity have pointed out that homophobia is central to how boys come
to think of themselves as men. Most likely, bullying is part a rite of passage for many boys.
Furthermore, according to (Plummer 2016), homophobia exerts heavy pressure on men and
shapes their behavior. These pressures affect how men interact with others: their relationships,
how close they get, how demonstrative they are, and with whom they have sex.
Homophobia also affects a man's concept of himself, the masculine image he seeks to
project, and what aspects of "self" he conceals. The impact of homophobia on males varies
with age and sexual identity. Also, it is not confined to the private and personal biases of
individuals who act alone. As such, their homophobia is a distinctly gendered homophobia
(Pascoe, 2013). Furthermore, according to (Kimmel & Mahler, 2003), it is hypothesized that
men’s fears of being gay themselves often pushes their behavior and attitudes to become hyper-
Another set of issues that impacts the LGBT population in a distinctive way stems from
commonly used by adolescents in the school environment. Bullying can be verbal or physical,
and about mostly youth report being bullied in the form of physical harm and homophobic
name calling.
schools. Studies have shown that students report hearing words like ‘faggot’, ‘dyke’, or ‘queer’
on a nearly daily basis (Birkett & Espelage 2015). It is widespread, takes diverse forms, has
with simple disinterest, several studies have confirmed that anti-homosexual bias is extensive
Homophobic name calling also has a particularly malicious quality in that it targets the
victim’s gender and sexual identity. Due to the consolidation of identity, it is important
developmental process during the adolescent years which is occurring at the same time as rapid
changes in pubertal development, gender, and sexual identity are quite salient. Thus, unlike
other forms of victimization, it directly targets youth’s gender and sexual identity formation at
a critical period of development that may alter identity formation as well as other aspects of
Self-Esteem
(Harter and Adams, 2009). According to Rogers and Mondrea as cited by Dobrescu, (2013), it
sustains that the concept itself is “our image about what we are, what we want to be and what
we have to be (p.89).” Another approach declares that there are three images: how we see
ourselves, how others see us and how we wish others to see us. As researched by Chelcea
which also cited by Dobrescu, explains that self-esteem is the result of all positive and negative
assessments of people about themselves. After Andre and Lelord (1999) the components of
parents. It has as benefits the emotional stability and the resistance to criticism and to rejection.
13
Therefore, there may be doubts about the ability to be appreciated by others. The person has a
towards child. As benefits the person has many ambitions and projects, which withstand
obstacles. As negative consequences the person has: lack of courage in his choices,
failures that lead to benefits. As consequences: it reduces the inhibition, the hesitation, the lack
of perseverance.
Dobrescu noted that self-esteem has been identified as being associated with mental
health and wellbeing and has been associated with health risk behaviors that are also associated
with poor mental health. Recognizing that self-esteem is an important component of adolescent
wellbeing. Self-esteem has also been demonstrated to be associated with mental health and has
been implicated in the diagnostic criteria for several mental health disorders including mood
and anxiety disorders. Low self-esteem in adolescence has been associated with problem eating
behaviors, difficulty with peer interactions, and suicidal ideation and it has been found to be
that early identification and intervention for mental health problems is critical. Self-esteem can
be seen as an indicator for how an individual approach the challenges of adolescence, and
masculinity that have limited and stigmatized their emotional expression and willingness to
14
respond to or acknowledge feelings (Reilly, Rochlen, & Awad 2014). Furthermore, expressing
become both a vehicle of gender socialization and an internalized product of it, as male gender
Masculinity researchers have posited that homophobia is one of the key principles of
traditional masculinity (Birkett & Espelage 2015). Lastly, homosexuality and sexual prejudice
is one of the many topics that should be approached with great sensitivity in today’s
culture/generation.
Sexual prejudice is also higher among heterosexual men high in gender self-esteem and
among men who endorse the most traditional gender roles when they show a tendency to
Sexual prejudice. refers to negative attitudes toward an individual because of her or his
sexual orientation (Herek, 2000). The term is used to characterize heterosexuals' negative
attitudes toward (a) homosexual behavior; (b) people with a homosexual or bisexual
orientation; and (c) communities of gay, lesbian, and bisexual people. A considerable amount
of research has shown that LGBT youths still suffer from social stigma and oppression,
negatively impacting their mental health and general well-being (e.g. Russell et al. 2014).
explicit sexual prejudice (Carnaghi & Maass, 2008), gays’ dehumanization (Fasoliet al., 2016),
intergroup bias (Fasoli et al., 2015), and boost heterosexuals’ differentiation from gays
(Carnaghi et al., 2011). LGBT people are regularly the victims of (non-)verbal assaults
(D’Haese et al., 2013; Toomey and Russell, 2013). Also, there has been considerable
15
discussion within gay academic circles about how best to conceptualize the nature of anti-gay.
In addition to the damage caused by any form of victimization, the risk of homophobic name
calling is that it may push adolescents into questioning whether they fit their sought after and
accepted identity after receiving what can be construed as conflicting feedback from peers.
Homophobic name calling by peers is evident in adolescence and has been associated
with the emergence of psychopathology and diminished mental health (Poteat and Espelage
2007; Poteat et al. 2014). Although homophobic name calling has been linked to early
adolescent well-being, it has been difficult to draw conclusions about its effect on mental health
because no prior studies have accounted for other social factors relevant that might similarly
Peers’ Influence on Prejudice. According to (Hjerm, Eger, & Danell, 2018), research
has demonstrated that adolescence is a critical period for the formation of attitudes and political
values and for the development of prejudicial attitudes. Furthermore, Raabe and Beelmann
(2011), conclude that prejudice in childhood is related to age and development, but as children
enter adolescence the effects of age diminish and are increasingly replaced by social
influences. Theories of modern or symbolic racism holds that prejudicial attitudes are learned
from influential role models and society more generally. Social psychological accounts point
to the importance of the social context, specifically social relationships, in the development of
Synthesis
This study was inspired from the previous research of Bianchi et al (2017), wherein he
studied the impacts of homophobic labels on the internalized homophobia and body image of
gay men. The similarities towards this research was they both focused on homophobic
16
behaviors and understanding towards the self. Bianchi’s study also discussed the identity
characteristics and bullying behavior of males. Thus, this research relates to the previous study
of Bianchi and his colleagues but with a specific participant and different perspectives in mind.
Bianchi et al. (2017) have researched on the victim perspective while this study will
focus on the perpetrator’s perspective. Given the complexity of bullying behavior, multiple
theories are needed to fully understand bullying behavior. Self-esteem on the other hand, there
is vast difference of opinion as to what is the “self” that is being accepted and the nature of
acceptance. While there is no scientific consensus concerning the defining attributes of “self,”
there is some agreement that the self is wholistic including one’s characteristic traits,
memories, thoughts, feelings, sensations, and behaviors and that the self is fluid over time.
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CHAPTER III
METHOD
The purpose of this chapter is to present research design, measures, procedures, data
Correlational method was used by the researcher for the study. Stated by (Creswell,
1994, Gay & Airasian, 2000) as cited by (Yilmaz, 2013) it can be defined as research that
mathematically based methods, especially statistics. The purpose of this study is to find the
Participants
Participants chosen by the researcher was 105, Male Adolescents aged 18 – 24 and a
college student enrolled in San Beda University Manila. Participants were selected through
purposive sampling. A purposive sample is where a researcher selects a sample based on their
knowledge about the study and population. The participants are selected based on the purpose
of the sample (Etikan, Musa, & Alkassim, 2016). Participants were selected according to the
needs of the study specifically from the male group, aged between 18 – 24 and a college student
currently enrolled at San Beda University; applicants who do not meet the profile are rejected.
Measures
This research used 2 types of questionnaires namely: (1) Homophobic Content Agent
Homophobic Content Agent Test (HBS). Poteat & Espelage (2005) wrote ten items
which were written across two subscales (Agent and Target) to assess the frequency with which
18
students acted as perpetrators (i.e., agents) of homophobic verbal content and the frequency in
which they experienced being victim (i.e., targets) of homophobic verbal content within a time
frame of the past week. Items for the Agent subscale are presented with the following items:
“Some kids call each other names such as gay, lesbo, fag, etc. How many times in the past
week did you say these things to …” The five items include (a) a friend, (b) someone I did not
know, (c) someone I did not think was gay, (d) someone I thought was gay, and (e) someone I
did not think was gay. For the Target subscale, the items presented were “How many times in
the last week did the following people call you these things.” The five items include (a) a
friend, (b) someone I did not know, (c) someone I did not like me, (d) someone I thought was
gay, and (e) someone I did not think was gay. Response options for subscales are “Never”, “1
Subscales scores were created for each factor by summing across each of the five items.
Higher scores on the Agent scales indicate greater use of homophobic content within the past
week. Similarly, higher scores on the Target scale indicate a greater extent of being called these
names.
In this research the current reliability of the HCAT for Agent ( α = .872 ) and Target (
α = .897 ).
Adolescent Self-Esteem Scale. By Hafekost, Boterhoven, Lawrence, Sawyer, and
Zubrick (2017) is a 13-item measure of global self-esteem. The ASQ includes both negatively
and positively worded items which are on a 5-point Likert scale. Item scores were summed,
with positively worded items reverse coded, to determine an individual’s self-esteem score. A
higher score reflects higher levels of self-esteem. All items are answered using a 5-point scale
(1= not at all, 2= a little bit, 3= somewhat, 4= very much, 5= extremely). The properties of the
scale were examined, and its reliability and validity were compared to the existing gold
19
standard measure of self-esteem, the Rosenberg Self-Esteem Scale (RSES). Factor analysis
allowed for investigation of the underlying concepts captured by the ASQ, and population
norms and a clinically meaningful threshold which was used to define low levels of self-
esteem, were calculated. A score below 17 is considered low while higher scores suggest high
self-esteem.
There was little difference in the validity and reliability of the ASQ and RSES. They
both had excellent internal consistency and demonstrated stability between testing periods. In
addition, both scales were highly correlated with depressive symptoms, which were
theoretically linked with levels of self-esteem. This finding supports the use of either scale to
measure self-esteem in a youth population. However, the revision of the ASQ to include
language which is more commonly used and easily understood by adolescents, and young
Procedure
The researcher will be first giving a letter of intent to the Department Chairs of the
CAS to ask permission to go room-to-room and take the time of their students. Second, a
consent form for the participants will be given for them to be briefed about the test and to
inform them the confidentiality of the results will be only for the researcher’s eye’s only.
Third, the researcher will go room-to-room and administer the Homophobic Content Agent
Test (HCAT) and Adolescent Self-Esteem Questionnaire (ASQ) to the male students only.
Purposive sampling was used since the participants were selected according to the needs of the
20
study, specifically male group, adolescent aged 18 – 24 and a College Student of San Beda
University.
Data Analysis
Content Agent Test. Which had been analyzed through the mean/standard
deviation.
3. The answer towards the relationship was measured by the Pearson Correlation
(Pearson-r) which is the test that measures relationships between two variables as
CHAPTER IV
RESULTS AND DISCUSSION
This chapter provides the results and discussion of the data gathered by the researcher,
which answers the given hypothesis and problems stated in the study. Moreover, this chapter
also indicates the statistical treatments and interpretations of the collated information.
Results
The Level of Homophobic Bullying. With the level of Agent (M = 1.58, SD = .78) and
Target (M = 1.37, SD = .66), the results indicate a high level of homophobic bullying behavior,
also a high level of being victim towards homophobic bullying behavior with both subscales
The Level of Self-Esteem. With a level of (M = 35.80, SD = 6.39), results show that a
average level of self-esteem and a low level of standard deviation, translates to a less dispersed
The Relationships among Homophobic Bullying and Self-Esteem. With the result of
Agent (r = 0.32, p = 0.01) and Target (r = 0.29, p = 0.02) indicates results show that
homophobic bullying and self-esteem are indeed correlated with each other, thus rejecting the
null hypothesis.
Discussion
The Level of Homophobic Bullying. In this study, results show high scores on the Agent
scales which indicates a greater use of homophobic content within the past week. This show
that these males are more likely to engage in homophobic bullying behaviors towards the
LGBT community. High scores were also shown in the Target scales which indicates that these
22
males have a greater extent of being called the same names or being victim of homophobic
bullying behavior. In a study of Poteat & Espelage (2005), their results show that males made
comments regarding homophobic content toward other students. Also, not only males were
more likely to express homophobic content, but they were also more likely to be targets of
homophobic content.
The Level of Self-Esteem. In this study, results show a low score on self-esteem. This
means that these males may have psychological distress, depression and anxiety towards their
peers. In a study made by Cénat, et al. (2015), results show that homophobic bullying impacts
self-esteem both directly and indirectly. The results suggest that homophobic bullying is likely
to generate a general a signal of rejection and of threat regarding one’s relational value, and
thus decreases the self-esteem. Being victim to bullying does decrease self-esteem and creates
The Level of Homophobic Bullying and Self-Esteem. In this study the results show the
positive correlation between the two variables. Results show that higher homophobic agent
and target experience an increase of self-esteem. However, in the study homophobic bullying
decreases self-esteem of the victim. It is possible that dominance theory may be a cause on
why the victim’s self-esteem is high. Dominance theory says that once you have established
dominance you will do anything to keep this high status, and once you are overpowered you
seek to regain the lost status. In this case, victim’s may have established high dominance status
and keeps hold of the dominance they are in, that is resulting into high sense of self-esteem.
23
CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter provides an overview of the findings of the researcher. Moreover, this also
includes the recommendation and suggestions of the researcher for future studies to be
Conclusion
The researcher concludes that males who engage in homophobic bullying behaviors
Recommendations
For future researches looking to take up this study, the researcher suggests the
following:
bullying, and self-esteem, to determine other possible connections between them aside
2. Consider enlarging the participant pool to extend to members of different genders and
age group, and compare between these different perspectives, something that the study
at hand was unable to do due to lack of representation from other genders and
3. Identify the gender of the perpetrator, if the perpetrator will be same sex (male) or
4. Increase the time to which the perpetrator initiated the bullying behavior to get clearer
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27
APPENDIX A:
SAMPLE LETTER OF INFORMED CONSENT
INFORMED CONSENT
In line with this, you will be asked to answer three tests, namely Homophobic Content Agent
Test (HCAT) and Adolescent Self-Esteem Questionnaire (ASQ). This test will take
approximately 10 min of your time. All data gathered will be held with utmost confidentiality.
You are free to withdraw at any time possible.
Please feel free ask me further questions about the research and I will be happy to respond to
you and provide a more detailed explanation. To send your questions about the study or inquire
on your test results you may contact me through this email baldoradojm@gmail.com.
Thank you.
In St. Bede,
Baldorado, Jonathan M.
Researcher
Endorsed by:
APPENDIX B
List of Figures
For Correlation
APPENDIX C
Statistics
Self esteem
Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.677 .698 13
Perpetrator (Agent)
Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.862 .872 5
Victim (Target)
Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.885 .897 5
Statistics
perpetrator victim
Missing 0 0
Mean 1.5848 1.3733
Std. Deviation .78284 .66104
Percentiles 50 1.2000 1.0000
30
Statistics
Self-esteem
N Valid 105
Missing 0
Mean 35.8000
Std. Deviation 6.39020
Percentiles 50 36.0000
Correlations
APPENDIX D
Curriculum Vitae
BALDORADO JONATHAN M .
|baldoradojm@gmail.com|
P ER SO NA L IN FOR M A T IO N
DA TE OF B IR TH : April 30. 1998
AGE : 20 years
GE N DE R : Male
NA TIO N A LI T Y: Filipino-American
CI VIL S T A TU S : Single
E D UC AT I ON
- High school| Tarlac Montessori School| 2011-2015
- College| San Beda University | BS Psychology| 2015-present