PR2 G1 Final Paper

LYFJSHS |Practical Research 2|Quantitative Research 1
THE EXTENT OF DISCRIMINATION EXPERIENCED BY LGBTQIA+

STUDENTS IN LUIS Y. FERRER JR. SENIOR HIGH SCHOOL
A Research Paper Presented to the Faculty of

Luis Y. Ferrer Jr. Senior High School
In Partial Fulfilment of the Requirements

for Practical Research 2
Submitted to:
Mariel Anne O. Cabrera, LPT, MAEd
Research Adviser
Submitted by:
Abayon, Jannin
Cacerez, Pearl S.
Castillo, Eunice Faith C.
De Pedro, John Andrei
Dizo, Shailyn M.
Estares, Lovely Trish B.
Eva, JayRence D.
Frani, Bryan Jerick L.
Permejo, Marjorie
Pondevida, Jhonrex N.
Rosales, Arabella
Academic - Humanities and Social Science
November 2022
INTRODUCTION
Background of the Study
The LGBTQIA+ community continues to face widespread prejudice in the
Philippines, as it does in many other Asian nations, most of which remain
unreported. In general, LGBTQIA+ people in the Philippines are denied their
political, economic, cultural, and human rights, including being denied access to
public employment, being denied admission to or fired from institutions of higher
learning and jobs, receiving unfair treatment at the workplace, being harassed, and
being subjected to violence (Baetang S. 2019). Human Rights Watch stated in a
report released today that students in the Philippines encounter bullying and
discrimination at school because of their sexual orientation and gender identity
According to Baetang Sarah (2019).
LGBTQIA+ youth are more likely to attempt suicide, experience
homelessness, and use illegal drugs as a result of these difficulties and the stress they
cause, according to Tang X, and Poudel An (2018). These problems may also
aggravate anxiety, depressive symptoms, and feelings of loneliness. Children who
express their gender differently than how society expects them to do so run the
danger of experiencing high levels of physical, psychological, and sexual abuse as
children. They could be victimized at school as well. However, the Research is only
focused on exploring the challenges and problems faced by LGBTQIA+ students, it
lacks in evaluating the extent of bullying faced by LGBTQIA+ students at school

and exploring possible assessments to overcome the difficulties of being
discriminated against.
In recent years, Thoreson (2017) mentioned in “Just let us be” that lawmakers
and school administrators in the Philippines have developed initiatives to address the
major issue of bullying among LGBTQIA+ adolescents. A Child Protection Policy
was enacted by the Department of Education (DepEd), which oversees supervising
primary and secondary schools, in 2012 to combat bullying and discrimination in
schools, including on the basis of sexual orientation and gender identity. The Anti-
Bullying Law of 2013 was ratified by Congress the following year, and its
implementing rules and regulations list sexual orientation and gender identity as
forbidden justifications for bullying and harassment. By adopting these regulations,
educational institutions are sending a clear message that bullying and discrimination
are abhorrent and should not be condoned.
However, despite looking good on paper, these policies have not been well
implemented. Many LGBT adolescents still experience bullying and harassment at
school because there is ineffective implementation and monitoring. The bullying
they endure from classmates and teachers is made worse by discriminatory policies
that stigmatize and disadvantage LGBT kids as well as by the dearth of LGBT-
related information and tools in schools.
Bullying, discrimination, and exclusion caused them to lose focus, skip class
or attempt to transfer schools, all of which affected their right to an education. this
led the Researcher to eagerly pursue this study to assess the extent of discrimination
faced by LGBTQIA+ students in Luis Y Ferrer Senior High School and explore
possible solutions to those issues.

Statement of the Problem
Generally, this research will focus on identifying the extent of the
discrimination experienced by LGBTQIA+ students in Luis Y. Ferrer Jr. Senior High
School. Specifically, this will determine the following:
1. What is the extent of the discrimination experienced by LGBT students?
2. What action plan can be proposed?
Conceptual Framework
INPUT PROCESS OUTPUT
The aim of this

study is to know the
extent of problems
and challenges
experienced by
LGBTQIA+
students in the
school and explore
possible solutions to 1. Survey/
those issues.
Questionnaires THE EXTENT OF
1. To bring about DISCRIMINATION
equality and 3. Collect Data EXPERIENCED
improvement of the BY LGBTQIA+
human rights 4. Analyzing and STUDENTS IN
situation of LUIS Y. FERRER
LGBTQIA+ interpret data JR. SENIOR HIGH
students. SCHOOL
2. To show the 5. Plan a approach
willingness to
support and and methods
advocate for
LGBTQIA+
students.
3. To build a safe
environment for
LGBTQIA+
students
Figure 1. Conceptual Framework on The Extent of Discrimination as Experienced
by LGBTQIA+ Students in Luis Y. Ferrer Jr. Senior High School
Figure 1.1. presents the conceptual framework of this research using the Input
Process-Output (IPO) model. The input indicates the problems or tasks that will be
solved in this study. The process shows how the problems or tasks will be solved. In
the output, this will indicate the solution or completed tasks of the research.
In the context of this research, the tasks are the following:
1. The goal of this research is to better understand the problems and
challenges that LGBTQIA+ students face at school and to investigate
potential solutions.
2. Following the distribution of the adopted survey questionnaires, the
researchers will link the student’s responses to the study's objectives and
problem statements.
3. Finally, the study's findings will be applied to the Research title.
Scope and Delimitation of the Study
This study will only focus on students in grade 12 and will talk about the
discrimination that LGBTQIA+ students experience at Luis Y. Ferrer Jr. Senior High
School. The first semester of S.Y. 2022–2023 is anticipated to see the completion of
this research, which will only examine the level of LGBT discrimination. also have
more than 30 participants from several strands.

Significance of the Study
The result of the study would benefit and provide solutions to the people as
follow:
LGBTQIA+ STUDENTS. This study provides a voice for LGBTQIA+ students.
TEACHERS. Teachers will gain a deeper understanding of the LGBTQIA+
community's condition by learning about their situation.
PARENTS. The parents will comprehend their children's suffering as they struggle
with discrimination, just like the teachers.
GOVERNMENT. The government may pass legislation to address the discrimination
that affects not only students but all LGBTQIA+ people in our nation by hearing the
opinions of LGBTQIA+ Youth.
FUTURE RESEARCHERS. It would provide them with a new basis for their
research or may replicate the study itself into a new one and would solve another
problem in the future.
Definition of Terms
According to their concept and mode of action, the following terms are
defined:
Extent. Is the area in which something resides or the length to which something
extends. In this context, 'extent' refers to the level of discrimination experienced by
LGBTQIA+ students.
Discrimination. This is the unfair or prejudicial treatment of various groups of
people or things, especially on the basis of race, age, or gender. In the context of this
analysis, "discrimination" refers to the treatment and challenges that LGBTQIA+
students face in school.
LGBTQ. Is an abbreviation for lesbian, gay, bisexual, transgender, and queer. These
terms are used to describe a person’s sexual orientation or gender identity.
1. LESBIAN. A woman whose enduring physical, romantic, and/or emotional
attraction is to other women. Some lesbians may prefer to identify as gay or as gay
women.
2. GAY. The adjective describes people whose enduring physical, romantic, and/or
emotional attractions are to people of the same sex.
3. BISEXUAL. A person who can form enduring physical, romantic, and/or
emotional attractions to those of the same gender or more than one gender.
4. TRANSGENDER. An umbrella term for people whose gender identity and/or
gender expression differs from what is typically associated with the sex they were
assigned at birth.
5. QUEER. An adjective used by some people whose sexual orientation is not
exclusively heterosexual or straight

REVIEW OF RELATED LITERATURE AND STUDIES
Discrimination
Discrimination is making unjustified distinctions between individuals based
on the groups, classes, or other categories to which they belong or are perceived to
belong. When people or groups are unfairly treated worse than other people based on
their real or perceived membership in particular groups or social categories, this is
particularly known as discrimination according to Heitmeyer, W. (2022).
DSBWEB (n.d) Research shows those who are receiving discrimination have
ill health, lower psychological health, higher blood pressure, lower well-being, and
lower self-esteem not only but also It can result in Individuals feeling worthless,
guilty, angry, sad, and upset as well as be a cause of mental health conditions such as
anxiety, depression, and stress. It can be a precursor to hatred and conflict that can
result in harm, injury, and even death. (Miller E. 2020)
On the other hand, falconer, k (2020) mentioned that Discrimination has 4
types:
The first one is Direct Discrimination – when someone with a protected feature is
treated less favorably than others.

Second is Unintentional Discrimination – Whether intentional or not, indirect
discrimination is wrong. It is only permitted if there are no other options available
and it is required for the operation of the firm.
Third is Harassment – which is defined as insulting or intimidating behavior, such as
using sexist or racially derogatory language, with the intent to degrade, undermine,
or harm the target or have that impact.
And the last is Victimization – which is the act of treating someone less favorably
than others due to their attempt or file a complaint regarding discrimination.
Discrimination through LGBT
Over the last two decades, there has been progressed in the legal landscape as
well as the evolution of social opinions and attitudes regarding an individual’s
sexuality, gender identity, and gender expression. Nonetheless, as claimed by
Blackman G.J. (2017) members of the LGBTQ community continue to face
pernicious and obvious gender bias in all aspects of public and private life, including
housing, employment, academic opportunities, the ability to purchase goods and
services, and the ability to participate meaningfully in our society’s decision-making
processes.
According to Dan Avery (2021) based on the study of the Williams Institute
at the University of California, Los Angeles, School of Law, 46% of LGBTQ
employees said they had experienced unfair treatment at work at some point in their
careers because of their sexual orientation or gender identity. This included being
passed over for a position, harassed at work, denied a promotion or raise, excluded
from company events, denied more hours, or fired.
Furthermore, Diaz J. (2022) mentioned in her research that according to
GLAAD, LGBTQ users of social media claim that the sites are neither friendly nor
safe for them. This is because of the levels of discrimination and harassment they
encounter on sites like Twitter, TikTok, Instagram, Facebook, and YouTube.
Therefore, according to recent research by the Anti-Defamation League, 66% of
LGBTQ+ survey respondents said they had experienced hate-based online
harassment, compared to 38% of non-LGBTQ+ respondents. In addition, 54% of
LGBTQ+ respondents said they have been the victims of “serious harassment,”
which includes doxing, stalking, physical threats, and sexual harassment.
Although the 2015 United States Transgender Survey discovered that nearly
one in three transgender people who visited a place of public accommodation where
the staff knew or believed they were transgender experienced discrimination or
harassment, including being denied equal services or even being physically attacked.
These results imply that persistent discrimination in public settings drives
transgender persons out of society and makes it more difficult for them to receive
essential services, use public transportation, or just visit stores or restaurants without
worrying about prejudice (Singh S., Durso L.E. 2017).
Discrimination against LGBTQIA+ STUDENTS

A large percentage of LGBT students around the world experienced bullying,
harassment, and exclusion from educational institutions. It is frequently motivated by
stigma and prejudice, which have their roots in deeply held cultural ideals about
gender roles, masculinity, and femininity. Students who identify as LGBT
experience bullying that includes name-calling, public mockery, rumors,
intimidation, shoving and beating, stealing from or damaging property, obscene
notes and graffiti, social exclusion, cyberbullying, physical and sexual assault, and
even death threats. This happens online as well as in classrooms, playgrounds,
restrooms, locker rooms, and on the route to and from school. One study found that
discrimination and harassment were common experiences for LGBTQIA+ youth in
schools, with nearly 90% of participants reporting experiencing verbal harassment
and approximately 20% reporting physical harassment (Kosciw, Greytak, Giga,
Villenas, & Danischewski, 2016).
Discriminatory laws and procedures that prevented students from fully
engaging in school life worsened the mistreatment that they experienced there.
Schools enforce stringent gender norms on pupils in a number of ways, such as
gendered uniforms or clothing rules, limitations on hair length, bathrooms with
separate genders, classrooms, and extracurricular activities for boys and girls, and
careful monitoring of same-sex friendships and interactions. 2017 (Thoreson R.)
Blackman G.J. (n.d) Claims that discrimination against LGBT youths can
create repression along with a deficiency in their natural growth. Discrimination also
has a social and emotional impact on them. Instead of being social individuals,
LGBT youths remain in the closet and hide. The loneliness that they bear can turn
into depression which often leads to substance abuse or even suicide. LGBT youths
have greater chances of alcohol and substance abuse than heterosexual youths.
discrimination creates barriers to full participation which may hinder the success of
students (Asquith et al. 2019; Levchak 2013).
Synthesis
Discrimination is an unjust act of making distinctions between individuals
based on their social groups, classes, or other categories. According to Heitmeyer,
W. (2022), discrimination can have severe physical and psychological effects on the
victims, resulting in low self-esteem, higher blood pressure, and mental health
conditions such as depression and stress. There are four types of discrimination,
direct discrimination, unintentional discrimination, harassment, and victimization.
Research has shown that members of the LGBTQ community continue to face
pernicious and obvious gender bias in many aspects of life, and LGBTQ employees
are more likely to experience unfair treatment in the workplace. Additionally,
LGBTQ individuals are more likely to suffer from hate-based online harassment, and
transgender persons are often denied equal services or even physically attacked when
they visit public places. LGBT students around the world face bullying, harassment,
and exclusion in educational institutions, which has led to depression and substance
abuse in many cases. Discrimination has serious consequences on the victims,
including physical and psychological health issues, social and emotional repression,
and barriers to full participation in society.
RESEARCH METHODOLOGY
Research Design
A quantitative research design will be used for this investigation.
According to Shenmare, K (n.d), "Quantitative Research" refers to a
methodical investigation in which the researcher gathers data from various
respondents that are based on numerical figures and then analyzes the data to derive
results using various mathematical, statistical and computational tools.
In particular, the descriptive approach will be used in this study to describe the level
of discrimination LGBTQ students encounter. Descriptive research, according to
McCombes, S. (2022), is a design that uses a wide range of research techniques to
explore one or more variables with the goal of precisely and methodically describing
a population, circumstance, or phenomenon.
Sampling Technique
Students at Luis Y. Ferrer Jr. Senior High School's LGBTQIA+ Grade 12 class will
be the study's responders. In order to choose the right sample size, probability
sampling will be used. To display the many measurement categories and the number
of observations in each category, cumulative frequency is employed.
Data Gathering Procedure
In order to collect data for this study, the researchers used Google forms to
complete the survey questionnaire, which will be evaluated by professionals for
validity and reliability. Second, the researchers requested permission from the
principal of LYFJSHS to allow both researchers and respondents to conduct and
distribute survey questionnaires. The Researchers also asked the selected
respondents' permission to disseminate and answer the survey questionnaire
through a consent letter on the first page of the survey questionnaire. The
distribution period for data collection and distribution will be 5 days.
Finally, once all data has been collected, the researchers will organize and
summarize it using tables, and the statistician will apply statistical treatment and
interpretation.
Instruments in Data Gathering
The researchers used surveys and questionnaires to gain a thorough
understanding of the experiences and challenges that lesbian, gay, bisexual, and
transgender students face at LYFJSHS. This study will employ a self-created survey
via Google form to ensure that specific questions listed in the problem statements are
correctly answered. The survey questionnaire includes the research introduction,
which describes what the study is all about, the research questions that must be
answered, and the questionnaire's conclusion. A group of people painstakingly
prepared a series of ordered questions for a self-created survey via Google form to be
answered by respondents, and it was designed to collect factual data
Data Analysis Technique
Descriptive statistics provide information about the characteristics and
distribution of values in one or more datasets in the form of a summary. Traditional
descriptive statistics enable analysts to quickly assess the central tendency and
degree of dispersion of values in datasets. They are useful for comprehending and
comparing data distributions. Human geographers must frequently consider the
locational references of the data they work with. Analysts can assess the central
tendency and variation of data in a spatial context using spatial descriptive statistics.
The two kinds of descriptive statistics work well together. Analysts can study
geographical phenomena by combining both statistics. Even though descriptive
statistics are basic statistical analysis principles, they are crucial and helpful in the
big data age we live in today. Descriptive statistics are effective and valuable, and
their importance shouldn't be understated considering the massive amounts of data
that are being generated and transmitted online on a continual basis according to Lee,
J. (2022).
RESULTS AND DISCUSSION
This chapter discusses the presentation, interpretation, and analysis of the
findings resulting from the study, the extent of discrimination as experienced by
LGBTQIA+ students in Luis Y. Ferrer Jr. Senior high school
1 The extent of the discrimination experienced by LGBTQIA+ students.
Frequency Percentage
Always 5 3.91 %
Sometimes 35 27.34 %
Often 21 16.41 %
Never 67 52.34 %
TOTAL: 128 100 %

Table 4.1 Summary of data gathered on how often LGBTQIA+ students in Luis Y.
Ferrer Jr. Senior High School experience discrimination.
Using a Likert scale with responses of always, sometimes, often, and never,
the table offers data on the level of discrimination experienced by LGBTQIA+
students. Specially. It reveals the percentage of students who reported experiencing
discrimination are not enrolled in Luis Y. Ferrer Jr. Senior High School. According
to the results, most respondents (52.34%) do not experience prejudice at school,
while a small minority (27.34%) do so occasionally, and a tiny percentage (16.41%)
do it frequently. But 3.91% of them are more likely to encounter discrimination. The
findings indicated that LGBTQIA+ students in Luis Y. Ferrer Jr. Senior High School
had far lower instances of prejudice. This outcome does not align with the findings
of the article by Kosciw, Greytak, Giga, Villenas, & Danischewski, (2016). that
discrimination and harassment were common experiences for LGBTQIA+ youth in
schools, with nearly 90% of participants reporting experiencing verbal harassment
and approximately 20% reporting physical harassment.
CONCLUSION AND RECOMMENDATION
This chapter presents the conclusions and recommendations generated from the
results gathered by the researcher.

The study was taken with the general objective of focusing on the extent
of discrimination experienced by LGBTQIA+ students in Luis Y. Ferrer Jr. Senior
High School
Conclusion
Using a Likert scale with responses of always, sometimes, often, and never,
the table offers data on the level of discrimination experienced by LGBTQIA+
students. According to the results, most respondents (52.34%) do not experience
prejudice at school. But 3.91% of them are more likely to encounter discrimination at
Luis Y. Ferrer Jr. Senior High School. This outcome does not align with the findings
of the article by Kosciw, Greytak, Giga, Villenas, & Danischewski, (2016).
By establishing and putting into practice clear policies that forbid
discrimination based on sexual orientation and gender identity, creating an inclusive
school environment, offering supportive services, monitoring and responding to
instances of discrimination, putting into practice anti-discrimination policies and
procedures, educating staff, students, and parents, and putting support systems in
place, schools can ensure that all students can learn in a safe and inclusive
environment. All students should be able to use these policies and services,
regardless of their sexual orientation, gender identity, or gender expression. They
should also be reviewed periodically to make sure they are still relevant and useful.
Recommendation
LGBTQIA+ students encounter numerous sorts of bullying and prejudice from
diverse offenders and in different circumstances. Therefore, it is essential that
attempts at prevention and intervention cover several facets of children's lives. In
order to promote successful outcomes for LGBTQ youth, we offer advice for
families, communities, educators, policymakers, and researchers in the section that
follows:
SCHOOLS. Must make sure that educators are given training on how to stop
bullying and harassment in the classroom. Teachers frequently complain that their
training is insufficient to handle these situations. Instead of confronting a situation
that they feel ill-equipped to handle, it is frequently easier to ignore student disputes
and hopes that they will resolve it among themselves. Teachers may notify
administrators of the bully and victim in schools with zero-tolerance rules and defer
to them to resolve the issue. Due to zero-tolerance regulations, the affected student in
these circumstances may feel disempowered at best or, in the worst-case scenario,
risk suspension or expulsion. Lack of training to stop bullying affects both
instructors and pupils.
TEACHERS. To establish an inclusive environment for all kids, teachers ought to
understand how to work in diverse and multicultural classrooms. In addition to their
students' diverse religious identities, educators must be aware of their students' racial,
ethnic, sexual, and gender identities. Teachers who are insensitive to these traits run
the danger of making their students feel less important. Minority pupils may not do
as well if they feel like they don't belong in the classroom. Minority students who
experience teacher discrimination may internalize emotions of inadequacy and
become dissuaded from investing in their futures, which has longer-lasting effects.
COMMUNITIES. Communities should hold seminars on how to deal with
discrimination and prevent bullying for both parents and kids. These programs must
be helpful. Participants recognize bullying, are aware of their rights in schools, are
aware of the appropriate course of action, and know how to manage these situations
practically.
PARENTS. should be watchful for indications of bullying and harassment. Physical
manifestations like scrapes, bruises, and the theft of children's possessions are
examples of physical signs, as well as more subtle changes in behavior like a child
who withdraws, is anxious, or misses school a lot. Most of the time, kids won't tell
their parents they've been bullied. Therefore, it is important for parents to build
trusting ties with their kids so that they can confide in them. The fact that bullying is
not a child's fault or something that comes with growing up is something that parents
must also comprehend. Additionally, they need to make sure that their kids are aware
of this. In addition, parents must instruct their kids on how to deal with bullying,
especially when it occurs online. Parents must actively supervise their children's
online activity due to the rise in cyberbullying in recent years.
References:
1. Singh, S., & Durso, L. E. (2017, May 2). Widespread Discrimination
Continues to Shape LGBT People’s Lives in Both Subtle and Significant
Ways. Center for American Progress.
https://www.americanprogress.org/article/widespread-discrimination-
continues-shape-lgbt-peoples-lives-subtle-significant-ways/
2. Thoreson, R. (2017, June 21). “Just Let Us Be” (D. Lee, Interviewer).
Human Rights Watch. https://www.hrw.org/report/2017/06/21/just-let-us-
be/discrimination-against-lgbt-students-philippines
3. Philippines: LGBT Students Face Bullying, Abuse (By R. Thoreson). (2020,
October 28). Human Rights Watch.
https://www.hrw.org/news/2017/06/21/philippines-lgbt-students-face-
bullying-abuse
4. Dekdeken, B. S. & Cordillera Peoples Alliance and Innabuyog. (2019,
December 2). There is Limited Awareness in the Philippines: Bestang Sarah
Dekdeken. Cultural Survival.
https://www.culturalsurvival.org/publications/cultural-survival-quarterly/
there-limited-awareness-philippines-bestang-sarah-dekdeken
5. Wikipedia contributors. (2021, July). LGBT rights in the Philippines.
Wikipedia. https://en.m.wikipedia.org/wiki/LGBT_rights_in_the_Philippines
6. Bostwick, W. B, Boyd, C. J, Hughes, T. L, & West, B. (2015, January 1).
Discrimination and Mental Health Among Lesbian, Gay, and Bisexual Adults
in the United States (By McCabe). National Library of Medicine.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4144327/
7. Avery, D. (2021, September 8). Half of LGBTQ workers have faced job
discrimination, report finds. NBC News.
https://www.nbcnews.com/news/amp/rcna1935
8. Burczycka, M. (2020, September 15). Students’ experiences of
discrimination based on gender, gender identity or sexual orientation at
postsecondary schools in the Canadian provinces, 2019. Statistics Canada.
https://www150.statcan.gc.ca/n1/pub/85-005-x/2020001/article/00001-
eng.htm
9. ASEAN SOGIE Caucus. (2018, September). Addressing the Situation of
LGBT Children | ヒューライツ大阪. Hurights Osaka.
https://www.hurights.or.jp/archives/focus/section3/2018/09/addressing-the-
situation-of-lgbt-children.html
10. OHCHR. (2019, October 2). The inclusion of LGBT people in education
settings; of paramount importance to “leaving no one behind.” United

Nations. https://www.ohchr.org/en/statements/2019/10/inclusion-lgbt-people-
education-settingsof-paramount-importance-leaving-no-one
11. Blackman, G. J. (2017, March 31). How Are LGBT Youths Affected by
Discrimination and What Can Schools Do to Help? York College / CUNY.
https://www.york.cuny.edu/english/writing-program/the-york-scholar-1/
volume-5-fall-2008/how-are-lesbian-gay-bisexual-and-transgender-lgbt-
youths-affected-by-discrimination-and
12. Diaz, J. (2022, July 13). GLAAD gives social media giants poor grades over
lack of protections for LGBTQ users. NPR.
https://www.npr.org/2022/07/13/1111113396/glaad-social-media-report-
lgbtq-online-harassment
13. Tang, X., & Poudel, A. N. (2019, November 25). Exploring challenges and
problems faced by LGBT students in Philippines: A qualitative study. Allied
Academies. https://www.alliedacademies.org/articles/exploring-challenges-
and-problems-faced-by-lgbt-students-in-philippines-a-qualitative-study-
10855.html
14. Kneale, D., & Bécares, L. (2021, June 1). Discrimination as a predictor of
poor mental health among LGBTQ+ people during the COVID-19 pandemic:
cross-sectional analysis of the online Queerantine study. BMJ Open.
https://bmjopen.bmj.com/content/11/6/e049405
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LYFJSHS |Practical Research 2|Quantitative Research 1

THE EXTENT OF DISCRIMINATION EXPERIENCED BY LGBTQIA+

A Research Paper Presented to the Faculty of

In Partial Fulfilment of the Requirements

Background of the Study

The LGBTQIA+ community continues to face widespread prejudice in the

Philippines, as it does in many other Asian nations, most of which remain

unreported. In general, LGBTQIA+ people in the Philippines are denied their

public employment, being denied admission to or fired from institutions of higher

being subjected to violence (Baetang S. 2019). Human Rights Watch stated in a

discrimination at school because of their sexual orientation and gender identity

According to Baetang Sarah (2019).

LGBTQIA+ youth are more likely to attempt suicide, experience

aggravate anxiety, depressive symptoms, and feelings of loneliness. Children who

danger of experiencing high levels of physical, psychological, and sexual abuse as

focused on exploring the challenges and problems faced by LGBTQIA+ students, it

lacks in evaluating the extent of bullying faced by LGBTQIA+ students at school

and exploring possible assessments to overcome the difficulties of being

major issue of bullying among LGBTQIA+ adolescents. A Child Protection Policy

was enacted by the Department of Education (DepEd), which oversees supervising

primary and secondary schools, in 2012 to combat bullying and discrimination in

forbidden justifications for bullying and harassment. By adopting these regulations,

are abhorrent and should not be condoned.

implemented. Many LGBT adolescents still experience bullying and harassment at

school because there is ineffective implementation and monitoring. The bullying

related information and tools in schools.

possible solutions to those issues.

Statement of the Problem

Generally, this research will focus on identifying the extent of the

discrimination experienced by LGBTQIA+ students in Luis Y. Ferrer Jr. Senior High

School. Specifically, this will determine the following:

1. What is the extent of the discrimination experienced by LGBT students?

2. What action plan can be proposed?

The aim of this

Figure 1. Conceptual Framework on The Extent of Discrimination as Experienced

by LGBTQIA+ Students in Luis Y. Ferrer Jr. Senior High School

In the context of this research, the tasks are the following:

1. The goal of this research is to better understand the problems and

challenges that LGBTQIA+ students face at school and to investigate

2. Following the distribution of the adopted survey questionnaires, the

3. Finally, the study's findings will be applied to the Research title.

Scope and Delimitation of the Study

more than 30 participants from several strands.

Significance of the Study

LGBTQIA+ STUDENTS. This study provides a voice for LGBTQIA+ students.

TEACHERS. Teachers will gain a deeper understanding of the LGBTQIA+

community's condition by learning about their situation.

with discrimination, just like the teachers.

GOVERNMENT. The government may pass legislation to address the discrimination

opinions of LGBTQIA+ Youth.

problem in the future.

extends. In this context, 'extent' refers to the level of discrimination experienced by

Discrimination. This is the unfair or prejudicial treatment of various groups of

analysis, "discrimination" refers to the treatment and challenges that LGBTQIA+

students face in school.

terms are used to describe a person’s sexual orientation or gender identity.

1. LESBIAN. A woman whose enduring physical, romantic, and/or emotional

emotional attractions are to people of the same sex.

3. BISEXUAL. A person who can form enduring physical, romantic, and/or

4. TRANSGENDER. An umbrella term for people whose gender identity and/or

5. QUEER. An adjective used by some people whose sexual orientation is not

exclusively heterosexual or straight