CHAPTER I

INTRODUCTION

Background of the study

In June 2017, Human rights watch released a short video highlighting the plight
of " David Bonifacio a Filipino LGBT student, who experienced discrimination for being
gay he claimed that he concealed his gender to prevent discrimination and that he is
ashamed to reveal it to the public because his classmates assume that being gay is far
worse than doing drugs, he further stated that he was discriminated against by his
teacher in front of everyone and he felt ashamed and humiliated for being called out.

There are ralllies and counterprotests against the LGBTQ school policy all across
the world, large number of them happening in Toronto, Canada. The group's website
states that thousands of counter-protesters gathered in places like Queen's Park in
response to the initial protests, which were billed "1 Million March 4 Children" in an
attempt to "protect our children from indoctrination and sexualization." Some parents
and socially conservative organizations are protesting LGBTIA+ -inclusive education
policies in the classroom and extracurricular settings on the pretense of parental rights.
Scholars and detractors contend that the phrase "parental rights" is deceptive since it
ignores the difficulties LGBTQ parents and parents of LGBTQ children encounter.

Strong LGBT advocacy has a long history in the Philippines. Many activists refer
to the 1996 Pride march in Manila, which was organized by LGBT people and
organizations as the first known Pride March in Asia, as a demonstration of unity. In
1995, lawmakers started submitting legislation to improve the rights of LGBT individuals
in the nation. These measures included revisions to a comprehensive anti-
discrimination bill, which has been submitted on a sporadic basis since 2000.

In the absence of federal legislation, local government entities around the

Philippines have been enacting their own anti-discrimination laws that prohibit
discrimination based on sexual orientation and gender identity. In June 2017, 15 towns
and 5 provinces had passed ordinances prohibiting discrimination on the basis of sexual
orientation or gender identity. 73% of Filipinos, up from 64% in 2002, agreed that
"society should accept homosexuality," according to a 2013 survey[4]. President
Rodrigo Duterte has also consistently backed LGBT rights. In general, people have
open and accepting attitudes toward LGBT persons. He vehemently condemned
bullying while he was a mayoral candidate and assisted Davao City in passing an anti-
discrimination law that covered LGBT persons.

LGBTQIA+ students in Philippine schools have limited opportunities to express

their gender identification, mostly because of the country's infamous uniform rules.
Though, a significant step has been made since the Department of Education (DepEd)
reaffirmed the Gender-Responsive Basic Education Policy.

What is DepEd Order No. 32 s. 2017 or Gender-Responsive Basic Education

Policy?

Incorporating "the principles of gender equality, gender equity, gender sensitivity,

non-discrimination, and human rights" into elementary and high schools nationwide is
the goal of DepEd's 2017 Gender-Responsive Basic Education Policy.

To protect students from gender-related violence, abuse, exploitation,

discrimination, and bullying, the 2017 DepEd directive aims to advance gender equality
and the elimination of prejudice at all levels.

In order to implement this change, schools will need to guarantee gender parity
in hiring practices and workplace conditions, as well as a more gender-responsive
framework for both staff and students.

For this reason, the researchers aim and desire to lessen the casesof
discrimination to the LGBTQ Community. And know the influence of gender
discriminations in LGBTQA+ Community student in the classroom asking for their
experiences as a member of the said community.
Statement of the problem

The objective of this study is to know the influence of gender discrimination to the
LGBTQA+ Community Student. Particularly, it ought to answer the following question.

1. What are the psychological effects of gender discrimination on LGBTQIA

students within the academic setting?
2. What are the emotional effects of gender discrimination on LGBTQIA students
within the academic setting?
3. What impact does gender discrimination have on the cognitive and mental well-
being of LGBTQIA students in the academic environment?
4. How do experiences of gender discrimination influence the feelings and
emotional states of LGBTQIA students within the academic setting?

Scope and Delimitation of the study

The respondents of this study will be the members of the LGBTQ community
in Milbuk National High School at Barangay Milbuk, Palimbang Sultan Kudarat. Its
main purpose is to identify the common problems that they encounter and to propose
possible solutions regarding this problem that they encounter.

This study considers every aspects of students personal information that has an
impact on their academic performance such as their gender, age and home location.

Theoretical framework

The word "queer" in queer theory has some of these connotations, particularly its
alignment with ideas about homosexuality.

Only since around 1991 has queer theory been recognized as a field of research
or theoretical conjecture. It originated from the relatively new field of gay/lesbian
studies, which has only been around in any formalized form since the mid-1980s.
Feminist studies and feminist philosophy gave rise to gay/lesbian studies.
 Queer theory is a type of critical theory that prompts examining how sex, gender,
sexual orientation, and gender identity are socially constructed. Rooted in
understandings of how “attitudes, behaviors, and pervasive and systematic social
arrangements” exploit and subordinate groups (Bohmer & Briggs, 1991), queer theory
notes that homophobia, transphobia, cis-genderism, and dominant notions of sex and
gender are hierarchical, exclusionary, and violent tools to persecute those with LGBTQ
identities (Sedgwick, 2008). Further, queer theorists posit that identities themselves are
not natural (i.e., they are no “givens” but are constructed), are performativity, and are
not inherently stable (but they are stable to the degree to which they become repetitive
behaviors). Queer theorists encourage visibility of identity and nonconformity and
critique notions that there are “normal” and “abnormal” identity (Dwyer, 2020; Taylor,
2013)

Conceptual framework

INDEPENDENT VARIABLES DEPENDENT VARIABLES

 Psychological
Gender Discrimination Effects
 Emotional Effects
Experiences  Impact on cognitive
and mental well-
being
 Influence on
feelings and
emotional states
Significance of the Study
 This study will guide and help the law –makers in making such laws that will
protect the LGBTQ community and also for the LGBTcommunity
empowerment

The parents of the LGBTQ members will come to understand that they have a duty to
embrace their children for who they are, regardless of their gender preference.

This study will educate others on the importance of not discriminating against LGBTQ
individuals.

To the researcher: This study will assist and motivate researchers to read widely and
come up with answers to problems, particularly those pertaining to the LGBTQ student
experience: The impact of gender discrimination in the classroom and how it might
shape our personalities as future teachers.

To the Respondents: When these problems arise, this research helps people
recognize them and come up with fresh solutions or alternative methods to handle the
challenges.

To the Department of Education

Establish a mechanism to compile information about bullying in schools that targets

students based on their gender identity and sexual orientation. Forms pertaining to sex,
sexual orientation, and gender identity should be revised to more clearly distinguish
between and document instances of bullying based on gender. These categories should
also be included on any forms pertaining to bullying, abuse, or violence against children.

Make necessary revisions to the standard sexuality education curriculum to make sure it
covers same-sex activities equally with other sexual activities, is inclusive of LGBT
youth, complies with medical and scientific accuracy, and complies with UNESCO's
recommendations for comprehensive sexuality education.

Give schools the go-ahead to recognize students' gender identities in relation to attire,
facility access, and involvement in extracurricular and curriculum activities.

To School Administrators
Adopt anti-bullying and anti-discrimination policies that are inclusive of sexual
orientation and gender identity, inform students how they should report incidents of
bullying, and specify consequences for bullying.

To the LGBTQIA Community investigate the particular ways that LGBT students are
impacted by gender discrimination in educational environments. It focuses on the
experiences of LGBT people and how prejudices and gender stereotypes in the
classroom impede their ability to succeed academically and negatively affect their
general well-being.

And lastly, the future researcher will have their best to become successful
researcher.it will serve as their reference in conducting their research.

Scope and Delimitation of the study

The respondents of this study will be 30 members (Get the total population
then use random sampling technique to find out the number of your research
participants) of the LGBTQ community in Milbuk National High School at Barangay
Milbuk, Palimbang, Sultan Kudarat

Definition of terms
 The following words or group of words were defined operationally as they were
used in the research study

LGBTQIA+ is an acronym for Lesbian, Gay, Bisexual, Transgender/Transsexual,

Queer/Questioning, Intersex, Asexual. The acronym has grown over time and you will
often see it as LGBT, LGBTQ+, or LGBTQIAPP+.

Student Experience This experience is associated with verbal harassment (e.g., being
subject to name calling), physical harassment (e.g., being pushed or shoved), and
physical assault (e.g., being punched or kicked) because of sexual identity and gender
identity/expression.

Gender Discrimination Members of the LGBTQ community still suffer pernicious and
blatant gender bias in all areas of public and private life, including housing, employment,
opportunities in academic settings, in the ability to buy goods and services, and in the
opportunities to participate meaningfully in our society's decision making processes.

Academic Performance The academic performance of LGBTQIA+ students can be

influenced by a variety of factors, many of which are tied to the acceptance and support
they receive in their school environment.

Psychological effect Gender discrimination can have profound psychological effects

on LGBTQA students. It can lead to feelings of isolation, depression, anxiety, and low
self-esteem. These students may also experience higher levels of stress and mental
health issues due to the discrimination they face.

Emotional Effect The emotional impact of gender discrimination on LGBTQA students

can be quite severe. It can lead to a range of negative emotions and feelings that can
affect their overall well-being.

Classroom Climate Creating a positive and inclusive classroom climate for LGBT
students is crucial for their academic success and emotional well-being.
Teacher attitude A teacher's attitude towards LGBTQIA+ students can significantly
impact these students' academic performance, mental health, and overall school
experience.

Peer interactions play a significant role in the well-being and academic experience of
LGBTQIA+ students.
 CHAPTER II

REVIEW OF THE RELATED LITERATURE

Gender discrimination has a big impact and linked to the mental health of each
individual (Laura de la Torre-Pèrez, 2022) Thus, it also affects the academic
performances of the students who are the members of LGBTQIA+. This review of
related literature seeks to provide thorough summary of recent studies and information
gaps concerning the influence of gender discrimination. By examining existing literature,
this review seeks to clarify on how does gender discrimination affect the overall
academic performance and well being of the LGBTQIA+ studens, the psychological,
and emotional impacts of gender discrimination in the classroom setting, and how does
the teachers and peer interactions can contribute to or mitigate the impact of gender
discrimination which can contribute to our understanding of gender equality and gender
discrimination combat among all filipino citizens and to other countries.

The influence of gender discrimination to the overall academic performance of

the LGBTQIA+ students

In the Philippines, LGBT students often face bullying, discrimination, lack of

access to information, and physical or sexual assault in schools, despite the importance
of creating safe environments. (Edgar T. 2017)

Medical students who identify as LGBTQIA+ have lower mental health (stress,
anxiety, and depression) and a greater sense of exclusion. LGBTQIA+ accounted for
95, 72.90 and 81.82% of the medical students with extremely severe depression,
anxiety and stress, respectively. Minority medical students face discrimination, poorer
mental health, loneliness and worse academic performance. ( Fretelli et, al 2022)
 I was depressed. I was bullied, I didn’t know my sexuality. I felt unloved, and I felt
alone all the time. And I had friends, but I still felt so lonely. I was listing ways to die.
(Benjie A. 2017)

A 21year-old transgender says that, “When I was in school, there was a teacher
who always went around if you had a long hair, she would call you up to the front of the
class and cut your hair in front of the students. That happened to me many times. It
made me feel terrible: I cried because I saw my classmates watching me getting my hair
cut.”(Marisol D., 2017)

A 17 year-old gay said “They say that gays are main focus of HIV. I’m a bit
ashamed of that, because I was once in section where I’m the gay, and they kept
pointing at me.”( Jonas E., 2017)

The article of (Sandra Freitas , et. Al 2022) explores the experiences of young
LGBT students, focusing on identities, diversity, violence, affective-sexual experiences,
and health promotion. It highlights the physical, psychological, and sexual aspects of
violence and discrimination, suggesting that sexuality and human rights education
projects can help.

Psychological and emotional Impact of Discrimination to the LGBTQIA+

community

Discrimination have resulted in poorer mental health (Weinberg, J. R., 2023)

(Kachhi, Z., & Sharma, D. 2022) says that, LGBTQIA+ individuals face a
significantly higher level of intersectional discrimination.

According to (Kumar, S. N., & Joseph, J. A. (2021).Students reported that they

experienced verbal harassment based on sexual orientation. This would have a big
impact to the psychological and emotional impact to the LGBTQIA+ communities.
 Other adults in LGBTQJA+ members they have a history of trauma and resilience
that continous to have an impact to their mental health.

Discrimination can lead to mental health issues for members of the LGBTQIA+
community (Bratina, M. P., 2020). That is similar to the study of (Joshi, A., 2020) There
are mental health effects to the discrimination of LGBT students.

The study of (Sibayoni E. K.,2020) reported that, due to the sexual orientation of
the homosexual groups, they are more likely to experience violence, prejudice, and
discrimination.

Prevalence studies reveal that LGBTQIA+ individuals were found to show high
rates of mental health concerns(Wandrekar, J. R., & Nigudkar, A. S. (2020).

The results of the study of (Moagi et, al 2021) showed that although LGBT has
been legalised in many countries, LGBT communities still experience significant mental
health challenges. Healthcare providers are in a position to address challenges related
to social and healthcare structures and act as advocates in order to promote the mental
health of LGBT individuals.

LGBTQIA+ adults experienced higher levels of loneliness, depression, and social

anxiety than the non-LGBTQIA+ comparison group.(Eres R. et, al 2021)

Other countries such as Portuguese and Brazilian, LGBTQIA students continous

experiencing severe symptoms of anxiety and depressions because of discrimination
(Pereira, H., et, al 2022)

Teacher attitudes and peer interactions contribute to or mitigate on Gender

discrimination

(Kurian, N. 2020)In England, teachers are generally considered as protectors of

LGBT students’ rights, although they may also perpetuate or facilitate discrimination in
their daily schooling.
 In catholic secondary school in Ireland (McShane, S. 2023), the teachers are lack
of awareness of policies, supports, and resources available to help LGBT+ students.

Very few students have access to teachers or counselors who are trained to
provide support for LGBT students as they grow up and develop.(HRW. 2017)

“LGBT students in the Philippines are often target of ridicule and even violence.”
“And in many instances, teachers and administrators are participating in this
mistreatment instead of speaking out against discrimination and creating classrooms
where everybody can learn.”(Thoreson, 2017)

In contrast with those studies, the study of(Swanson, K., 2016) demonstrate that
teachers reported a higher frequency of engaging in behaviors to support LGBT
students when they worked in a school

PARAPHRASE THIS CHAPTER AND MAKE IT AT LEAST 10 PAGES THEN

PROVIDE REFERENCE SECTION
 CHAPTER III

METHODOLOGY

This chapter describes the research design that will be used, the respondents,
the study's location, the sample and sampling method, the equipment, instrument
administration, and the statistical tool of analysis.

Research Design

The mixed-method research design will be used by the researchers.

DISCUSS MIXED METHOD OF RESEARCH AND HOW IT IS CONDUCTED,

INDICATE WHAT KIND OF MIXED-METHOD DESIGN YOU ARE GOING TO USE

(convergent parallel, explanatory sequential, and exploratory sequential )

A convergent parallel design entails that the researcher concurrently conducts the
quantitative and qualitative elements in the same phase of the research process,
weighs the methods equally, analyzes the two components independently, and
interprets the results together (Creswell & Pablo-Clark, 2011).

An exploratory sequential design is a mixed methods study design, where the

quantitative phase of data collection and analysis follows the qualitative phase of data
collection and analysis (Fetters, Curry, & Creswell, 2013)

The explanatory sequential design has two distinct strands that are implemented
consecutively: a quantitative strand, in which numeric data are collected and analyzed,
followed by a qualitative strand, in which textual data are collected and analyzed
(Ivankova et al., 2006).

Sampling Technique

Purposive sampling was employed by the researcher. By using a technique

called purposeful sampling, you can find people in the population who are more likely to
have certain traits or experiences.
Respondents of the Study

The respondents of this study will be the LGBTQIA+ student of Milbuk National
High School, at Palimbang, Sultan Kudarat. ADD DETAILS ON HOW MANY TARGET
PARTICIPANTS

Locale of the Study

The research study will be conducted in Milbuk National High school at Barangay
Milbuk, Palimbang, Sultan Kudarat. (PROVIDE MAP OF THE LOCALE OF YOUR
STUDY. TRY SEARCHING IN OPEN STREET MAP.)

Data Gathering Instrument

The researcher adopted a survey questionnaire that would answer the statement.

Part 1. What are the psychological and emotional effect of gender discriminations
on LGBTQIA STUDENTS in academic setting?

Part 2. How does gender discriminations in the classroom affect overall

academic Performance and well being of LGBTQIA students?

Part 3. How does the classroom Climate, Including teachers attitudes and peer
interactions contribute to or mitigate the impact of gender discriminations on LGBTQIA
students?

The choices on part I, part II and III were stated in five (5) point rating scale
wherein respondents will indicate their chosen answer by checking on the space
provided under the following rating:

Rating Scale Range Description

5 4.21- 5.00 Strongly Agree

4 3.41- 4.20 Agree

 3 2.61- 3.40 Neutral

2 1.81- 2.60 Disagree

1 1.00- 1.80 Strongly Disagree

DATA COLLECTION

EDIT THE FOLLOWING BASED ON YOUR STUDY.

The following procedures will be used in gathering data:

The researchers will seek first the permission of the campus director of the

Sultan Kudarat State University-Palimbang Campus to pursue the research study.

Second, the researchers asked for the approval of the research adviser and

research coordinator of SKSU's Palimbang Campus to conduct the study.

Third, the researchers asked permission from the principal of Palimbang Central

School to conduct the study.

Fourth, the letter of request was personally delivered to the class adviser, asking

for the general average of selected pupils.

Fifth, the researchers asked permission from the research respondents.

Lastly, when all the respondents were done, retrieval of the questionnaire was

made right away for data analysis.

 The following figure shows the general procedures followed by the researcher in

the conduct of the study.

GENERAL PROCEDURES

Request for approval to conduct the study from:

a. The Dean of the College of Teacher Education or the

Campus Director.

b. Research Coordinator

c. Principal and adviser from Palimbang Central School

Select the parent - respondents of the study.

Administer and distribute of research questionnaire

Collect the questionnaires from respondents

Data consolidation, Analysis and Interpretation

Figure 3. Waterfall Diagram of Data Gathering Procedure

DATA ANALYSIS

The data will be analyzed using descriptive analysis to identify the frequency
distribution the mean and standard deviation. A descriptive analysis was employed in
determining the impact of technology on macro skills enhancement among pupils and to
identify any significant differences in macro skills level between technology integrated.
The data we analyzed from means to investigates some of the relevant question in
order to determine the importance of preference.

From the analysis in above, some quantified information requires further

explanation which only interviews with the relevant answers could provide. Thus for the
qualitative data, interviews are based from the same structured questionnaires. From
there we explore the data by writing short wording recorded from the participants to
develop general understanding of the data.

Quantitative Data Analysis

The researchers utilized the descriptive and inferential statistical tools. In

determining the profile, frequency and percentage were used.

In order to determine parents’ role in the academic achievements of grade six

learners in the new normal of education, appropriate statistical tools were utilized in the

analysis of the data.

To answer problem No. 1 on the socio-demographic profile of the parent-

respondents in terms of sex, age, occupation, and educational attainment, frequency

distribution and percentage were used.

To answer problem No. 2, consisting of specific questions on four (4) basic

aspects of parents’ roles as teacher, benefactor, counsellor, and friend, the researcher

used the Likert scale, which helped to measure the responses. The researcher verbally

interpreted the mean rating scale and mean range to use the Likert scale.
 Rating Mean Descriptio
Interpretation
Scale Range n
5 4.21-5.00 Always Means that respondents are engaging
with it at about 81 – 100%.
4 3.41-4.20 Often Means that respondents are engaging
with it at about 61 – 80%.

3 2.61-3.40 Sometimes Means that respondents are engaging

with it at about 41 – 60%.

2 1.81-2.60 Seldom Means that respondents are engaging

with it at about 21 – 40%.

1 1.00-1.80 Never Means that respondents are engaging

with it at about 1 – 20%.

To answer problem No. 3, determining the academic achievements of grade six

learners at Palimbang Central School, frequency distribution and percentage were

utilized and described using the DepEd K–12 Grading System.

Description Grading Scale Remarks

Outstanding 90 - 100 Passed

Very Satisfactory 85 - 89 Passed

Satisfactory 80 - 84 Passed

Fairly Satisfactory 75 - 79 Passed

Did Not Meet Expectations Below 75 Failed

To answer problem No. 4, determining the significant relationship, correlation

using Pearson's product was utilized to establish the relationships between variables.

The significant relationship between the academic achievements of grade six

learners and the role of parents as teachers, benefactors, counsellors, and friends was
described and interpreted using a sized correlation table that was adapted from

Shaunay Turney (2022).

Pearson correlation Strength Direction

coefficient (r) value

Greater than .5 Strong Positive

Between .3 and .5 Moderate Positive
Between 0 and .3 Weak Positive
0 None None
Between 0 and -.3 Weak Negative
Between -.3 and -.5 Moderate Negative
Less than -.5 Strong Negative

Qualitative Data Analysis

The interviews were face-to-face and recorded using an audio recorder. Voice
recording was done in all observed classes and field notes were kept frequently.
Afterward, the voice recordings were transcribed. All participants were asked to check
the accuracy of the transcriptions and their consent was taken before the analysis. Later
on, interview transcriptions and field notes from the observation process were read
thoroughly to understand the issue with a holistic point of view, and the files were
uploaded to NVivo 10 for open-axial selective coding. Initially, free-coding processes
were followed and then the tree-coding process was completed. Although coding was
focused on the interview data, the data was also related to the observation data and two
data sources were linked with memos and “see also” links. By using attribute values in
NVivo 10, the characteristics of each participant were additionally used for comparative
analysis. Direct quotes were used to reflect participants’ views more strikingly and to
depict the phenomenon more clearly by unfolding it for the readers. The importance of
context, process-related reasons, and their mutual effects were taken into consideration
during coding. Moreover, the codes developed by free coding in content analysis were
combined under a common category and transformed into a tree code. In other words,
an inductive logical process was followed. The codes obtained were categorized
according to similarities and differences, and categories were compared. Meaningful
and holistic categories were combined to form themes. The themes are given under
different subheadings in the findings and interpretations. The processes of coding,
category development, and theme development continued through a reflexive
understanding, accountability being the main principle. The analysis file has been
preserved as it could be required in line with the principle of accountability. Tables have
also been used to compare the qualitative data with the quantitative data. In the final
part of analysis, qualitative querying was conducted using NVivo 10. In particular,
matrix-coding queries were performed based on participants’ characteristics, and these
were compared in terms of age, gender, and ideology. Direct quotes able to highly
represent participant’s views were chosen for the report. To select the exemplar quotes,
the researcher looked for several important criteria; for example, he listened to the voice
recordings of all participants and the quoted expressions he thought to be more
convincing. In addition, he also looked for repetition, the use of meaning intensifiers,
and the number of respondents expressing similar ideas, examining their level of
emphasis and tone of voice.