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LGBTQ EXPLORATION: RESPONSE TO HOMOPHOBIC ATTITUDES

S.Y 2022-2023

Jasmin Balgos

Jonald Candelario

Jethro Dapiton

Zephaniah Rose Delfin

Dhenhyle Jane Deseo

Khatrizze Khate Dormido

Florence Lozada

Jovie Rose Matias

Jhon Kenneth Quimpo

Francine Rubas

Diamond Valiente

Mylene Angel Villa

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CHAPTER I

Introduction to the Study

Chapter One consists of six parts: (1) Background of the study, (2)

Epistemological and Theoretical Research Perspective, (3) Statement of the

Problem, (4) Assumption of the Study, (5) Definition of Terms, and (6)

Significance of the Study. Part One, Background of the Study, presents the

rationale for selecting the present problem and the study's frame of reference

that strengthens the reason for investigation.

Part Two, Epistemological and Theoretical Research Perspective, anchors

the principles and the ideas on which the study is anchored, and the various

variables surrounding the problems onto which the problem may have relation

with or influence.

Part Three, Statement of the Problem, states the general and specific

objectives of the study, which are to be addressed in the study.

Part Four, Assumption of the Study, consist the theory used in the

research, about the researcher, and about the entire research process.

Part Five, Definition of Terms, defines both conceptually and operationally

the key terms and variables used in the study.

Part Six, Significance of the Study the benefits each end-users may derive

from and how each can profit from the results.

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Background to the Study

“Openness may not completely disarm prejudice, but it’s a good place to

start.” According to Jason Collins. The awakening of the LGBTQ (Lesbian, Gay,

Bisexual, Transgender, and Queer) community has completely received various

feedback which led to drastic changes in society. To be seen and be heard, the

people behind this colorful flag- raise them with pride and confidence. Yet this

does not end positively as we all know that we live in a society with a group of

different people that has different perceptions. Mankind begins to question these

individuals whose gender isn’t acceptable to them, thus homophobia was born.

Judgments and discrimination strike up on homosexual folks, earning hate

speech, prejudice, and unfavorable treatments motivated by antis of the third

gender in our world.

The questioning of one’s gender and/or sexuality is a process of

exploration by people who may be unsure, still exploring, or concerned about

applying a social label to themselves for various reasons. Growing up can be so

hard. Growing up identifying as lesbian, gay, bisexual, transgender, queer, or

questioning (LGBTQ) is even harder, according to national data. Young people in

the LGBTQ community face higher rates of rejection, violence, suicide, and

homelessness when compared to their general population peers.

Example of discrimination in society include same-sex couples not being

allowed to marry, getting legally fired just for being LGBTQ, or not being allowed

into certain housing. LGBTQ people and their allies have fought for equal rights

and continue to do so, especially concerning marriage, employment, housing,

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healthcare equality, and protection from hate crimes (violence against LGBTQ

people because of who they are).

Showing homophobic behaviors has recently been seen in particular

locations, specifically in school. A place where students, teachers, or even a mere

person should feel safe, but it is not at all because the ruckus of people who are

against homosexuality starts here. Cases of bullying take a toll over the past few

years that later on reach the government and cause it to implement the Anti-

bullying act of 2013 on September 12, 2013. It explicitly refers to gender-based

bullying, which is described as any act that humiliates or excludes a person

based on perceived or actual sexual orientation and gender identity (UNESCO,

2017).

However, certainly looked great on paper, but these policies have not

been well implemented. Many LGBTQ youth still encounter bullying and

harassment at school in the absence of proper implementation and monitoring.

The discriminatory practices that stigmatize and victimize LGBTQ students as well

as the absence of tools and knowledge on LGBTQ issues in schools serve to

exacerbate the negative treatment that homosexual students encounter from

classmates and teachers.

Furthermore, this study was conceptualized because of the following

reasons: First, to determine the response of homosexual students against

homophobic behaviors. Second, acknowledge the presence of the LGBTQ

community. And lastly, produce a solution that may help prevent this

homophobic behavior to spread in our society, starting from our school.

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Epistemological and Theoretical Research Perspective

Addressing Homophobic
Bullying in Second-Level
Schools
O’Higgins-Norman et al. LGBTQ EXPLORATION:
RESPONSE TO
As well as being sensitive to the
HOMOPHOBIC ATTITUDES
fact that parents and guardians
AGAINST HOMOSEXUAL
may be LGBT, schools need to
STUDENTS
seek ways of consulting and
involving parents, guardians and
members of the local
community when responding to
homophobia…

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Figure 1. Epistemological and Theoretical Research Perspective. It showed the

theory where this research is being anchored.

Statement of the Problem

This study was conducted to seek out the response of homosexual

students of Feliciano Yusay Consing National High School against homophobic

attitudes.

In this exploration of the LGBTQ community’s issues, this research sought

to answer the following questions:

1. What is the demographic profile of homosexual students of Feliciano

Yusay Consing National High School in terms of:

a. Name (Optional)

b. Sex

c. Age

d. Grade Level

2. What are the experiences encountered by the participants?

3. How homosexual student manage or deal the attitudes of homophobic

individuals?

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4. What are the possible reasons why the participants received homophobic

manners?

Assumption of the Study

This study is focused on the response to homophobic attitudes against

homosexual students of Feliciano Yusay Consing National High School. Expecting

that Chapter 1 will provide a preview of this study, showing the possible

questions and related theories that will prove and support the said research.

Chapter 2 is consist of related literature that is expected to expand the

understanding of the response to homophobic attitudes towards homosexual

students. The reviewing of related literature, may contribute different

knowledge, findings, and cause of homophobia and their effects on the

participants.

Chapter 3 shows the method of how and why this study will be

conducted. The corresponding respondent, instruments on how will the expected

data is gather, and lastly, how the information will be analyzed from the given

response of the participants.

Chapter 4 may be the result of the gathered data. In this part, the

findings may answer the following questions that the researcher had prepared

before the survey was conducted.

Lastly, Chapter 5 presumes to conclude that the overall information is

relevant and significant to this study. It may also provide recommendations of

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actions to call the attention of the readers, as well as the students, teachers,

authorities, and future researchers of this study to help the LGBTQ community

towards discrimination, prejudice, homophobic people, and inequality treatment

of society.

Definition of Terms

Bisexual. An umbrella term used for any form of attraction for two or more

genders (Healthline, 2018).

In this study, “bisexual” refers to the students who has a romantic

attraction to both sexes.

Gender Identity. A person’s deeply felt internal and individual experience of

gender, which may or may not correspond with the sex assigned to them at

birth. This includes the personal sense of the body (which may involve, if freely

chosen, modification of bodily appearance or function by medical, surgical or

other means) and other expressions of gender, including dress, speech and

mannerisms (UNESCO, 2016).

In this study, “gender identity” means how they identify themselves

without any connection in their original sex organ that represent whether the

person is a female or male. It correspond to their way of communicating and

behavior with an individual or group.

Homophobia. Culturally produced fear of or prejudice against homosexuals that

sometimes manifests itself in legal restrictions or, in extreme cases, bullying or

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even violence against homosexuals, sometimes called “gay bashing” (Anderson,

2023).

In this study, the same definition was applied.

Homosexual. Refers to attraction between people who are the same sex. It

comes from the Greek word homos, meaning “the same” (WebMD Editorial

Contributors, 2021).

In this study, “homosexual” refers to the students of Feliciano Yusay

Consing National High School who is a victim of homophobia.

Homophobic attitudes. The word “Homophobic” coming from or having a fear

or dislike of gay people or queer people according to Cambridge Dictionary

(2023), while “Attitude” according to Oxford Languages (2023) is a settled way

of thinking or feeling about someone or something, typically one that is reflected

in a person's behavior.

In this study, “Homophobic attitudes” refers to the behavior of a person

who shows disrespect towards bisexual or homosexual individual.

LGBTQ. An acronym used to describe lesbian, gay, bisexual, transgender, queer

or questioning persons or the community (The Annie E. Casey Foundation, 2021)

In this study, the same definition was applied.

Name-calling. The use of abusive names to belittle or humiliate another person

in a political campaign, an argument, etc. (Penguin Random House LLC and

HarperCollins Publishers Ltd, 2019)

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In this study, “name-calling’ is described as the act of bullying by calling

an offending names to a person to make fun of him/her/they/them, specifically

because of gender identity.

Sexual Orientation. A part of individual identity that includes “a person’s

sexual and emotional attraction to another person and the behavior and/or social

affiliation that may result from this attraction” (APA, 2015).

In this study, “sexual orientation” refers to the identification of the

students who are attracted in opposite sex or in the same sex group as them.

Significance of the Study

The result of this study would help the following individuals to understand

about LGBTQ, specifically homosexual and to acknowledge them to support and

deal with homophobic behaviors.

Students. It would help them know how to deal effectively with homophobic

attitudes, and pressures related to school or community.

Community. It would motivates individuals in the community to be stronger to

handle discrimination. In that way, it could save a lot of people.

School. They would impose regulations in relation to homosexual rights.

Teachers. They would disseminate and impart further knowledge regarding the

existence of the LGBTQ community.

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Parents. The content of this study may help the parents to have a better

understanding about LGBTQ and assist other individuals to address the problem

regarding the mistreatment of society to LGBTQ community.

Readers. Readers would get ideas and information regarding the importance of

gender differences and may contribute in raising awareness about the

homophobic attitudes towards the homosexual people.

CHAPTER II

Review of Related Literature

This chapter deals with the related studies that is conducted locally and

internationally about homophobic attitudes against homosexual students.

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Foreign Literature

The term “homophobia,” which refers to the irrational fear, hatred, and

intolerance of homosexuality, has historically been used when describing the

oppression faced by LGBT people in society (Balsam and Lehavot, 2013). In this

related literature, vast homophobic attitudes had been identified that LGBT

people may encounter negative attitudes regarding homosexuality in their ethnic

communities, while encountering racism and rejection from other LGBT people.

According to Domínguez-Martínez and Robles (2019), transgender

individuals are often targets of abuse, bullying, harassment, discrimination and

violence at school, which causes significant personal suffering and serious

consequences for their education process. Research suggests that structural

interventions and changes are needed to reduce these phenomena and ensure

that schools function as protective and secure learning environments for sexual

minorities. The normalization of transphobia and tolerance for sexual minorities

requires the attention of public policies in education strategies designed to

deconstruct gender stereotypes and eradicate transphobia among adolescents.

Furthermore, evidence suggest important positive benefits associated with

attending schools that have anti-bullying or inclusive policies for gender

minorities, such as the improvement of school wellbeing, more positive school

climate, decreasing truancy, lower levels of victimization, decreased school

harassment and increased feelings of safety. However, more research is needed

to follow up on the various programs and interventions described in this study, to

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determine whether they have been implemented and what their actual long-term

impact has been. The normalization of transphobia and tolerance for sexual

minorities requires the attention of public policies in education strategies

designed to deconstruct gender stereotypes and eradicate transphobia among

adolescents.

At the individual and communal levels, homophobia is largely supported

by religious, political, and cultural values and beliefs. The majority of

homophobic beliefs are founded on the heteronormativity principle, which holds

that heterosexuality is the norm for sanctioning social and sexual interactions

and that homosexuality is a deviant variation. In addition, homophobia may be

acknowledged on an institutional level (e.g., societal homophobia, homophobia

endorsed by the government, etc.). Additionally, internalized homophobia (IH),

which refers to the subjective psychological effects of these unfavorable beliefs,

is described as the inward direction of systemic homophobic behaviors at the

individual level. The prevalence of internalizing mental diseases such depression,

anxiety, stress/trauma-related disorders, etc. is actually strongly correlated with

IH (Ventriglio, 2021).

As determine by McGoniga et al (2023), the LGBTQ+ community is at a

disproportionately higher risk of experiencing identity-driven harassment and

violence. Such victimization has profound deleterious effects on social and

psychological well-being. Therefore, enhancing understanding of the mechanisms

of anti-LGBTQ+ prejudice could inform risk management and intervention

strategies to prevent homophobic and transphobic violence and mitigate its

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detrimental effects. Prior literature suggests disgust and aggression proneness

are value-based emotions associated with sexual and gender prejudice. To date,

few studies have examined the differential role of moral emotions in the

development of homophobia and transphobia.

Thus, this study sought to address this gap in the literature by examining

the roles of disgust and aggression proneness in the prediction of transphobic

and homophobic attitudes. A total of one thousand eight-hundred forty-two

undergraduate students completed a battery of psychological measures

assessing prejudicial attitudes and negative emotions. Multivariate linear

regressions indicated disgust sensitivity was uniquely associated with

homophobic attitudes, whereas aggression proneness was associated with

transphobic attitudes. This has significant implications for the development of

violence management and prevention strategies to address homophobic and

transphobic violence.

Homophobic stigmas and the discrimination of homosexual people are still

worrying in today’s society. The current study seeks to investigate kindergarten

children’s attitudes towards homosexuality and how they are influenced by their

peer-groups and authorities. It does so by means of a puppet theatre

presentation including ‘Kasperl’ and ‘Seppel’puppets as the main protagonists in a

German puppet theatre. The audience consisted of six German kindergarten

children aged four to six years, randomly selected by the kindergarten director. A

participant observation has been conducted with the first researcher as the

presenter of the puppet show. The results of the recorded puppet theatre

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showed that several intragroup processes including the social identity theory with

regard to group membership could be observed within the puppet theatre

(Johanna Maus, Gabrijela Aleksić, 2023).

Italy, and the city of Venice in particular, occupied a special place in the

imaginings not only of British writers, artists, journalists and politicians, but also

those of the late nineteenth century British reading public. This study examines

Venice and its particular attractions for British ‘homosexual’ men with the means

to travel. Venice gave much greater freedom of opportunity than in Britain for

sexual relationships with other men, but the city also had its own distinct

working-class cultures of masculinity, in particular that of the gondoliers, which

captured the imaginations of literary homosexual men such as John Addington

Symonds and Horatio Forbes Brown. Venice was not simply an outlet for the

desires of the peripatetic homosexual traveler. The working-class masculine

culture of the gondoliers and the backdrop of the city of Venice itself profoundly

influenced Symonds’ historically important writings on homosexuality, and moved

both writers to represent in their publications a city that was vibrant and alive

(Babini et al, 2015).

As explained by Jung (2021) must scholarly attention has been devoted to

understanding the demographic, religious, and socio-economic factors that may

lead to homonegativity. However, little is known about how and why people

oppose homosexuality and LGBT rights. To fill this gap, this work examines how

heterosexual religious mothers perceive homosexuality and LGBT rights focusing

on the role of indigenous culture. Drawing on qualitative interviews with thirty

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evangelical Protestant women in South Korea, my findings indicate that

evangelical women’s perceptions of LGBT rights and their justification display

evangelical notion of procreation, motherly moral concerns about the rapid

change in heteronormative ideals, and ambivalence about an individualistic,

expressive culture. I argue that heteronormative ideology forms a key construct

that determines the responses of evangelical women. In addition, such an idea is

not only guided by evangelical teaching but also reinforced by a complex

amalgamation of Confucian tradition and nationalism, thus restricting sexual

drive and emotions for the sake of families and the nation. Heterosexual family

norms operate in a way that it is synchronized with a combination of Confucian-

family-oriented collectivism and nationalism. This study contributes to

complicating a simple, one-dimensional understanding of public attitudes on

homosexuality by offering a nuanced look into the configuration of heterosexual

ideologies, which are unique in the Korean context.

Legislations prohibiting homosexuality (male-male relationships

especially) are gaining increasing attention in Africa, especially within the global

human rights discourse. Uganda and Nigeria lead the pack in the expression of

the homophobia sweeping through Africa and both have passed homosexual

criminalization legislations. These national laws prohibit the promotion of

homosexual affairs by the countries’ citizens. Informed by the law, this paper

discusses the anti-homosexual laws in Uganda and Nigeria and examines the

domestic and international politics of anti-homosexual legislation in the two

countries. The study found that anti-homosexual legislations in the focus

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countries were informed by the dynamics of national politics, negative societal

attitude to the expression of homosexual activities, and increasing religious

conservatism (Amusan et al, 2019).

The purpose of this briefing is to give a concise overview of

disinformation, misinformation and propaganda campaigns about LGBTI+

persons and rights, originating from or being supported and/or multiplied by

actors outside the EU. Based on a review of existing literature, the briefing

examines the main narratives used, supported and circulated, as well as which

actors or group of actors are involved. Where available, information on methods,

funding and impacts on European values is provided. The main narratives

identified include negative othering, opposing a ‘gender ideology’,

‘heteroactivism’, restoring a ‘natural’ order, ‘colonialism’ and child safety. The

briefing concludes that there is a need for more research, further harmonization

of legal frameworks, the scrutiny of financial flows and strengthened capacity to

detect disinformation, misinformation, propaganda, and hate speech (Strand and

Svensson, 2021).

Onanuga (2022) stated that homophobic attitudes continue to militate

against the coming out of homosexuals in African societies. In this study, they

examine the agentic difference between forced outing and self-outing among

male homosexual characters in selected African fictional narratives. The texts

employed are Jude Dibia’s Walking with Shadows and Tendai Huchu’s The

Hairdresser of Harare. They argue that in forced outing, male homosexual

characters undergo sexual oppression, are subjected to psychological oppression,

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and are denied their individual agency. In order to survive homophobia, these

characters become liars, deceivers, and cheats. In their quest for social

acceptance, they knowingly suppress their homosexual identity and pretend to

perform societally normative heterosexuality. What is obvious in these novels is

that queer visibility still represents a major challenge for members of minoritized

sexual communities who consequently have to explore non-conventional

measures in order to survive.

When it comes to educational inclusion, there isn’t much discourse or

arrangement for LGBT students. LGBT students often feel unsafe on campus and

in the classrooms. They are the victims of targeted verbal and physical

harassment by their teachers and peers in forms such as statements made by

teachers and peers or the outright rejection of their existence. The present

descriptive study explored how the major stakeholders of higher education, that

is, how teachers, parents, and students perceive the LGBT individuals in their

classrooms and campus spaces. The findings pertaining to perception of teachers

towards LGBT students highlighted that higher education teachers do not have

much knowledge about the lives of LGBT individuals (Yadava and Bhattacharjee,

2023).

Local Literature

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Similar to general bullying, which occurs when a student is repeatedly

exposed to unfavorable behavior by one or more aggressors over time,

homophobic bullying is a specific form of bias-based bullying (Antonio et al.,

2018).

Lesbian, gay, bisexual, and transgender (LGBT) students in the Philippines

all too frequently encounter bullying, discrimination, and a lack of access to

LGBT-related information during their time in school. The right of pupils to

education may be harmed severely and permanently as a result of these

violations. The three main areas of concern for LGBT students are bullying and

harassment, discrimination based on sexual orientation and gender identity, and

a lack of knowledge and resources (Human Rights Watch, 2017).

According to the report of UNESCO (2016), homophobic and transphobic

violence at schools has an impact on kids' academic performance, job prospects,

and general well-being. Youth who are targeted are more likely to miss classes,

feel unsafe at school, or drop out. Therefore, students who endure homophobic

or transphobic violence could do less academically than their peers. This also has

adverse effects on mental health including increased risk of anxiety, fear, stress,

loneliness, loss of confidence, low self-esteem, self-harm, depression and

suicide, which also adversely affect learning.

In the article ASEAN SOGIE Caucus (2017), LGBT teenagers are frequently

put in difficult situations, with the usual suspects being a complex combination of

emotional abuse (like verbal abuse and neglect) and outright violence (like

battery and sexual assault). However, when the students were asked how they

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responded to these experiences, they responded in two ways. First, is that they

do not know where to begin: because LGBT concerns are not talked about

openly in places teenagers frequent (such as schools) or in places one expects

aid (such as local police units), they are confused about whether their problem

will be taken seriously or can be adequately addressed. Their experiences served

as an example of one of the effects of what has been referred to as a "culture of

silence," as it prevents action by raising doubts about the likelihood of redress.

Second, they frequently decide not to take action. One child believes that they

should just stick it out until they are mature enough to leave on their initiative

because these experiences are a given and have always been this way. For a

different child, it's because addressing the problem could put them in danger of

getting worse treatment because the offending family member might want

retaliation. And for one other teen, simply love their family enough to embarrass

them or put them in danger. This is a sentiment shared by others. In all three

instances, the individuals find different ways to cope because the larger silence

culture makes seeking redress difficult or perhaps impossible. When silence is

met, they also become mute.

According to Breinholt (2018), LGBT students in the Philippines live in a

slowly evolving environment and are not legally protected, as well as

experiencing mental health problems and religious discrimination. Religion and

culture have had a big impact on Filipinos. The knowledge of LGBT and SOGIE

seems to be difficult for the parents' generation to embrace. Some LGBT

students were even expelled from their homes by their families, forcing them to

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take refuge there. In terms of friends, if LGBT students disclose their gender

identity, some people will judge them and exclude them.

In addition, acceptance starts from the family and understanding the

situation should be discussed thoroughly with each member. But due to a lack of

knowledge of gender identity and sexual orientation, their opinions are given by

their perspectives with the support of religious and cultural basis. This result

adds up to negative life experiences, the dread of coming out and being

recognized by families, and other factors that can all contribute to mental health

problems. When a person has both a mental illness and identifies as LGBT at the

same time, such pressures are increased and intensified.

Moreover, it is not surprising that gay and bisexual individuals have been

proven to be more susceptible to depression and suicidal ideation in comparison

to heterosexual men given the hostile environment, constricting norms, and

ongoing pressures LGBT persons experience almost every day (Manalastas,

2016).

Based on Meyer's (2022) studies, the LGBTQ community is supported by

several activities and initiatives, yet homo-negativity is still pervasive in our

country. The acknowledgment of the presence of different genders is still not

supported by many thus discrimination is still wavering until now.

As mentioned in the report of UNDP (2014), the Philippines is a

contributor to many important international covenants protecting human rights,

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yet LGBT rights are not always backed by the state, it was found when analyzing

LGBT rights in the Philippines.

Furthermore, De Leon and Jintalan (2018) mentioned in their article that it

appears that Filipinos do not tolerate homosexuality. Negative connotations

surround homosexuals as well as their actions and activities. The prejudice

against homosexuality in society is a result of how it is seen and its associated

behaviors. Legal protections for LGBTQ rights exist, including the Anti-

Discrimination Law. Although it is a typical occurrence in society for foul

language and catcalls to be directed against homosexuals, it is unclear whether

this policy is actually being followed.

Society had grown vulnerable to change as a result of its incapacity to

withstand the influx of contemporary ideals brought about by western influences

since the root of homophobia was deeper and more deeply ingrained in the

culture (Ildefonso, 2022).

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CHAPTER III

Methodological

Chapter Three includes seven parts: Methodological Perspective, Research

Design, Locale of the Study, Respondents of the Study, Research Instrument,

Data Gathering Procedure, and Ethical Consideration.

Part One, Methodological Perspective, discusses the theory that supports

the study and the methods applied by the researcher.

Part Two, Research Design, presents the reasons on why and how the

study will be conducted.

Part Three, Locale of the Study, indicate the location where the research

study will be held.

Part Four, Respondents of the study, presents the participants in this

study and how they were chosen.

Part Five, Research Instrument, describes the number of items and

structure of questions.

Part Six, Data Gathering Procedure, presents procedures or steps in

gathering the data needed for the study.

Part Seven, Ethical Consideration, covers the ethical practices used by the

researcher.

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Methodological Perspective

A narrative and thematic analysis research thru interview gathered data

was used in this study. According to Harappa (2021), narrative analysis is a form

of qualitative research in which the researcher focuses on a topic and analyzes

the data collected from case studies, surveys, observations or other similar

methods. While on the other hand, thematic analysis is a technique for

summarizing data, but when choosing codes and creating themes, it also

includes interpretation (Kiger and Varpio, 2020). These chosen methods will help

the researcher present the key themes based on the participant’s response

through manual coding and thoroughly analyzing the given Information.

Research Design

The researcher used Qualitative type of research design. A qualitative

research design is concerned with establishing answers to the whys and hows of

the phenomenon in question (DJS, 2023), in addition, this will help the

researcher to establish a concrete conclusion from the given information

provided by the response thru the mentioned instrument that this study will

apply.

Locale of the Study

The location of the study was conducted at Feliciano Yusay Consing

National High School, exclusively for the homosexual students who will be the

respondents of this research study.

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Respondents of the Study

The respondents/participants of the study were the homosexual students of

Feliciano Yusay Consing National High School. They will be chosen according to

their availability.

Instruments

An open-ended interview guide questionnaire was used in gathering data.

It is compose of part one and part two. The part one focuses on demographic

profile of the respondents, while part two is consist of open-ended questions.

These questions were formulated by the researchers with the help of their

research instructor.

Data Gathering Procedure

The following guidelines will serve as the researchers' instructions for

conducting the interview:

Asking Permission to Conduct Study. The researchers will submit a

formal letter to the school principal, properly notarized by their research advisor,

requesting permission to conduct the study through in-person interviews with the

chosen respondents. The potential respondents will get a following letter,

officially confirmed by their research advisor, requesting permission to conduct a

personal interview.

Conducting Personal Interview. The interview will be conducted in a

suitable environment. The interviewee will be given a thorough explanation of

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the interview's objectives and be given assurances regarding the confidentiality

of their answers. Additionally, the format, nature, goal, expectations, and

duration of the interview will all be covered. In order to allow for a certain

amount of flexibility and adaptability in gathering information from the subject,

the interview will be conducted in an informal, conversational style using the

suggested questions as a starting point. One question will be asked at a time,

giving the interviewee plenty of time to consider it and respond. To ensure

accurate data is documented regarding the interview, every conversation or

interview process will be recorded in writing for encoding purposes.

Transcripts, analyses, coding, and interpretations will be done on the

information acquired through the interview guide. The frequency of the

emergent themes will serve as a guide for the narrative analysis, and these

themes were coded and interpreted accordingly. Comparable words and phrases

will be put into the same category. These categories will be gradually replaced

and reassessed to ascertain their connections. In essence, the analysis will

involve selecting significant statements from the transcripts of the interviews in

order to identify important words and phrases that directly addressed the issue

under consideration.

Ethical Consideration

During the investigation, the researcher made sure that ethics remained a

major concern. Maintaining the relevance and reliability of the study required

strictly adhering to the procedures described in this chapter. Before the survey

will be distributed, the informed consent form will be presented to each

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participant. The letter of informed consent follows the respective guidelines set

by the research instructor and approved by the school principal including the

explanation of procedures, list of possible questions to be asked, and the setting

where the survey will be conducted.

Any participant who may not have felt comfortable answering a question

will not be forced by the researcher to do so. Prior to the interview, participants

will get notified that contains a general description of the topic to be covered,

information on the kind of information that will be needed from them, the goals

of the study, and how the data they submit will be used. A suitable amount of

time will be allocated before and after each interview to allow the participant to

ask any questions pertaining to the study issue.

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CHAPTER IV
Result and Discussion

The gathered data were presented, analyzed and interpreted in this

chapter. The data presented on each table were processed by textual discussion.

Demographic Profile of
the respondents

The demographic profile consists of the names (which are optional), sex,

age, and grade level of the respondents. The accumulated data showed that all

of the chosen participants for this study did not write down their names, thus it

is accepted due to the confidentiality purposes of their remaining answers.

The next part of the statement of the problem number one is the sex of

the subjects in this study. The total final results show that many of them were

labeled as female bisexuals or homosexuals, with a lesser number of male

bisexuals/homosexuals participants.

Furthermore, the age that we collected varies and it has been found that

the majority of the respondents were seventeen years of age, followed by

fourteen years old individuals, then a few of them were eighteen and the

remaining were sixteen and thirteen.

Lastly, the grade level category of the demographic profile presents that

most of the participants were in the eleventh grade, the first year in Senior High.

While one-fourth of the population is occupied by grade nine students, the

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remaining several respondents were from twelfth grade, few were first-year and

fourth year in Junior high.

Experiences encountered
by the participants

Narrative and thematic analysis were used to clearly identify and analyze

the data that were provided by the chosen participants based on their

availability. Moreover, the statement of the problem number two questioned the

experiences faced by the subjects and it earned different yet common answers

that led to a split into six categories of themes. The first one is discrimination

which has identified the most mentioned response of the participants during the

interview. They describe the way of behavior of other people as discrimination

due to biased treatment they received when the people learned about their

gender identity or labeled themselves as bisexual or homosexual.

The second common answer was bullying. Most of the respondents who

choose this response were from Junior high and it was later on found out who’s

behind the cause of bullying was their classmates or co-peers.

The next used word is the struggle in coming out. Among the answers of

the subjects, the challenge of coming out from the closet as a bisexual or

homosexual was a difficult experience and step for them to take. They were

anxious and uneasy about how are they going to reveal their true selves in front

of their loved ones.

Acceptance of their gender identity was also seen during the analysis and

interpretation of the study. A few of the students were welcomed by their

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parents and accepted. It also builds up their confidence knowing that there are

people who still cherished them despite the third gender.

Furthermore, name-calling was mentioned as an encounter by the

respondents. This answer shows that it was not only experienced in school but

also other places, especially in their community.

The last theme was labeled as insecurities and lack of confidence due to

disrespect and the presence of homophobic behaviors experienced by the

participants. They said that after accepting that they are bisexual beings, they

have started to feel the insecurities overpowering them because of the

continuous stares of judgment they have received from people.

Response on how to deal with

homophobic attitudes by the
respondents

On the statement of the problem number three, it discusses the response

of the participants on how they handle the foul encounter with individuals who

act homophobic towards them. The interpretations of the data that was collected

have resulted in three common themes, such as acknowledging or educating

those who are against homosexual relationships, and some of them chose to

ignore such behavior. Among the mentioned themes, most of the subjects

decided to acknowledge or educate the person who had shown them

homophobic behavior. In line with this, they explained that in order to promote

the equality they want to achieve, they must finally stand up for themselves and

the LGBTQ community. They added that maybe these people who have a hostile

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perception of the third gender have a narrow understanding of this kind of issue

due to a lack of access to information discussing the existence of LGBTQ.

The second followed response was to ignore the hostility and disrespect of

these people. The subjects choose this answer because, in their defense, these

people will not understand that homosexuality is present in society, thus, it is

better to show those homophobic individuals that they are not affected by the

adverse attitudes they received due to their sexual orientation.

Reason behind the homophobic

attitudes received by the
respondents

In the last statement of the problem present the possible reason based on

the answer of the respondents on why they experienced discrimination, bullying,

or name-calling that was mentioned in the statement of the problem number

two. It resulted in two most used answers, the beliefs in the bible and traditional

relationships. The response of the participants in the question if they have any

idea why they received such behavior is due to belief in the bible. It was found

out that the people who mostly discriminated against them were tangled in the

belief that it is a sin to be a part of LGBTQ, and that’s why they cannot accept

the third gender.

Several responses were also connected with the belief in a traditional

relationship, a man and woman connection. They were used to seeing and

witnessing the normal relationship in our community and because of this,

acceptance of the same-sex relationship is hard for them to comprehend or

respect.

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CHAPTER V
Summary, Conclusions, and Recommendations

This chapter presents the summary of the study, the conclusions drawn

from the findings, and recommendations of the researchers.

Summary of the Findings

The primary aim of this study is to know about the LGBTQ Exploration:

Response to Homophobic Attitudes. Specifically, this study aimed to answer the

following questions: What is the demographic profile of the respondents in terms

of name (optional), sex, age, and grade level? ; What are the experiences

encountered by the participants? ; And what are the possible reasons why the

participants received homophobic manners?

Conclusions

Based on the findings of the study, the following conclusions were arrived

at:

1. The majority of the female students who identified as bisexual or

homosexual occupy the demographic profile. Almost all of them were senior high

students and minors under the age of seventeen, which revealed to the

researchers that females support coming out and taking a stand against

homophobia. Furthermore, if this isn't managed right away as a result of their

gender identity, they may experience harm, constant criticism, and

discrimination.

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2. From the compiled interpreted data of the participants, they have

encountered discrimination, bullying, struggle in coming out, acceptance of their

gender identity from their loved ones, name-calling, and insecurities from the

continuous judgment of people that are opposed to the third gender. The most

common answer is discrimination and if this act continues to happen on the

school ground, or in our society, it may lead to affecting the well-being of an

individual, mentally, physically, and emotionally.

3. The third question focuses on the participants' reactions to coming

across homophobes. Three themes emerge from the data: recognizing

individuals opposed to same-sex relationships, teaching them, and ignoring such

behavior. The majority of participants agreed to recognize and confront

homophobic actions, advocating equality, and speaking out in support of

themselves and the LGBTQ community. Others decided to disregard the

contempt and dislike directed at them, stating that their sexual orientation had

nothing to do with it. From this statement, these individuals still have hope for a

change in the way these homophobes interact with them.

4. The problem statement examines the causes of discrimination, bullying,

and name-calling, with the two most typical responses being adhering to

traditional relationships and religious views. Participants assert that the concept

that LGBTQ people are immoral and cannot accept the third gender is the root

cause of discrimination. Additionally, they relate this belief to the conventional

man-woman bond, which makes it challenging for them to accept same-sex

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relationships in their society. Thus, it will be difficult for the LGBTQ member in

gaining acceptance from the society because Philippines is also known as a

religious country, dominated by Christians.

Recommendations

Based on the findings and conclusions of the study, the recommendations

were suggested.

1. Set a policy that will help empower and protect these female

bisexuals/homosexuals and other sexual orientations and gender

identity our society that may experience prejudice because of how

they label themselves.

2. An advocacy campaign discussing the existence of the LGBTQ

community might help open the issue faced by the different gender

identities. Starting on the school property with the help of students,

teachers, and staff. Furthermore, implementing rules and regulations

inside the campus may also prevent the cases of bullying to take a

toll.

3. Including the topic of equality in the curriculum efficiently may help

to address the ongoing misconceptions about genders. Educating

every individual that respect has nothing to do with sexual orientation

or gender identity.

4. The case of traditional relationships and beliefs will not be changed

due to individual differences but teaching oneself to respect each

other may not be a harmful step for a person.

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