Updated GROUP 4 Thesis ABM 3 Mar. 15, 19

INFANTA NA TIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

Ruanto St., Pob. 38, Infanta, Quezon
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Chapter I
THE PROBLEM AND ITS SETTING
INTRODUCTION
The LGBT Ireland (2018) described lesbian, gay and bisexual as lesbian used to
describe a girl or a woman who is romantically and sexually attracted to other girls or
women. Gay used to describe a boy or a man who is romantically and sexually attracted
to other boys or men and it can sometimes be used to describe lesbians. Bisexual is the
word used to describe a person who is romantically and sexually attracted to both people,
of the opposite sex and of the same sex. It does not mean that they equally have to like
girls/women or boys/men or become romantically or sexually involved with both. They
may feel attracted to girls or boys at different times in their life. Some people know from
a young age that they are gay, but some people are not sure until they get older and start
thinking about relationships.
Schools should be safe places for everyone. But in the Philippines, students who
are lesbian, gay, bisexual, and transgender (LGBT) too often find that their schooling
experience is marred by bullying, discrimination, lack of access to LGBT-related
information, and in some cases, physical or sexual assault. Research has found that LGBT
youth are more likely to experience stress and fear in school than are non-LGBT youth.
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
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punched or kicked) because of their sexual identity and gender identity/expression. Social
pressures are part of the school experience of many students, regardless of sexual
orientation or gender identity. But the experience can be particularly difficult for LGBT
students, who often struggle to make sense of their identities, lack support from family
and friends, and encounter negative messaging about LGBT people at school and in their
community (Human Rights, 2018).
Likewise, as a result of these factors, LGBT students are more likely than
heterosexual peers to suffer abuse. On the other hand, LGB students also described
persistent patterns of isolation, exclusion, and marginalization that made them feel
unsafe or unwelcome at school. Students described how hearing slurs, lacking resources
relevant to their experience, being discouraged from having same-sex relationships, and
being regularly mis-gendered made the school a hostile environment, which in turn can
impact health and well-being. The national study also reports that LGBT youth attending
rural schools have limited access to LGBT-related resources, including inclusive curricula,
supportive educators, enumerated anti-bullying/harassment policies and access to
student clubs commonly known as Gay-Straight Alliances (Thoreson, 2016).
The objectives of this study are first, to identify the discrimination between students
towards Lesbian, Gay and Bisexual.. Second, to determine whether their gender affects
their life as a student. Third, to provide recommendation on overcoming the issues lesbian,
gay and bisexual members facing.

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Background of the Study
Lesbian/gay male/bisexual/transgender (LGBT) individuals have been classified
as “persons on the axis of oppression” (Capper, 2012) and have not only been
discriminated against in modern society, but have been forced to remain covert about
their sexual orientation. Homosexuality has come to the forefront of social justice issues
during the past two decades. Fights for equal rights based on sexual orientation have been
long time events, but only recently has sexual orientation been recognized as a “protected
group” by the federal government and some states. Despite this recognition, formal
contexts (policies/laws) continue to be the exception rather than the norm, and
informal.Most common acronym and most accepted in current usage (LGBT, 2010).
Contexts (actions/attitudes) prevail. Inequities, based on sexual orientation
pervade society including educational institutions. Homophobia has created barriers to
safety and security for LGBT educational leaders, teachers, and youth (Blount, 2008).
Homophobia knows no boundaries and disregards the multidimensionality of personal
identity. In other words, homophobia and straight supremacy crosses all “race/ethnicity,
class, dis/ability, sex/gender, and other axes of social or legal status” (Valdes, 2011).
Violence against and harassment of actual or perceived LGBT youth in U.S.Public
schools has been a long-standing concern (Lugg, 2009). Historically, public schools have
been the “enforcer of expected norms regarding gender, hetero normative and
homophobia”, allowing peer-to-peer, teacher-to-student, and administrator-to-student
harassment, and discrimination to exist. Additionally, Schools are not safe harbors, for it
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is estimated that students hear twenty-five anti-gay slurs in school each day, and when
hearing these remarks, 97% of teachers make no effort to intervene (Carter, 2008).
Statement of the Problem
1. What are the significant experiences of the lesbian, gay, bisexual students?
2. How do lesbian, gay, and bisexual students overcome their gender confusion?
3. Does their gender affect their lives as students?
Scope and Limitations of the Study
This study will be conducted in Infanta National High School, Infanta, Quezon. It
attempts to identify the experiences of lesbian, gay and bisexual students in the said
school. The main respondents of this research is the lesbian, gay and bisexual which
consists of 10 students. It indicates that survey questionnaire will be given personally by
the researchers.
This research will merely depend on the answer which will be given by the
respondents by answering the questionnaire. A major limitation of this is its dependence
of the students to self identify their experiences on the survey instruments. While actions
have been taken for the lesbian, gay and bisexuals students who are experiencing some
difficulties to be open, not all students are comfortable of sharing their experiences.
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Therefore, not all the gay, lesbian and bisexual is at ease sharing their lived experiences
on the survey instruments.
The sample for this study may not be fully representative of the entire lesbian, gay
and bisexual student’s population. Over all, the study will rely on students who were
comfortable sharing their experiences on the survey instrument. Only those students who
shared their lived experiences was included in this research.
The result of this study relied on the participants who truthfully and honestly answer
the survey questions.
Significance of the study
Teachers - This study will not be only beneficial to the students but also to the teachers
in terms that they will understand the actions of some of the lesbian, gay and bisexual students.
As a result, they can help to minimize the bad experiencing of the students by explaining
to them the possible effects of the students action to the lesbian, gay and bisexual
students.
School Administrators - This study can help the school administrators understand the
status of the lesbian, gay and bisexual. As a conclusion, the School Administrators will be gaining
insights as what to measures are appropriate to help the teachers orient both students and
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teachers regarding the experiences of lesbian, gay and bisexuals students. They can also offer
name programs to discourage bullying, especially to the lesbian, gay and bisexuals students.
Non-Lesbian, Gay and Bisexual - This study can help the non-LGB students in Infanta
National High School (INHS) in a way of treating the lesbian, gay and bisexual students
nicely.
Parents - This study would inform them about the hardships of their children. Thus, they will
be able to supervise their children on their statuses.
Lesbian, Gay and Bisexual Students - This study will help them to understand the hardships
of the other lesbian, gay and bisexual students. Therefore, they will be aware on how to prevent
themselves of getting hurt by the society.
Researchers - This study can help the researchers in terms that they can learn how to
approach the lesbian, gay and bisexual students in a nice way. Therefore, the researcher can
help to prevent the hardship that the students are experiencing.
Future Researchers - In this study, future researchers will be benefitted in the
researchers topic about LGB students, future researchers can make this their guide as well as
references in their study. Therefore, they will understand the lived experiences of the Lesbian,
Gay and Bisexual
Definition of Terms
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The following terms are used throughout this study, and for the study’s purposes are defined as
follows:
Sexual Orientation – the way an individual identifies him/herself sexually, most commonly, but
not limited to, homosexual, heterosexual, or bisexual.
Homosexuality – primary sexual attraction toward members of the same gender.
Heterosexuality – primary sexual attraction toward members of the opposite gender.
Gay – preferred term for homosexual.
Lesbian – same gender female sexual attraction.
Gay Male – same gender male sexual attraction.
Bisexual – sexual attraction to both male and female gender.
Transgender – sexual identification with opposite gender (e.g., biological female identifies with
male gender role).
LGBT – an acronym most commonly used for lesbian/gay/bisexual/transgender, often referring
to the gay community, including intersex, transvestite, and transsexual individuals. When
brackets are used (in discussion of this specific study), they indicate that bisexual and transgender
educational
Theorethical Framework
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According to the Psychology Today Gender dysphoria (formerly known as gender identity
disorder in the fourth version of the Diagnostic and Statistical Manual of Mental Disorders, or
DSM) is defined by strong, persistent feelings of identification with another gender and
discomfort with one's own assigned gender and sex; in order to qualify for a diagnosis of gender
dysphoria, these feelings must cause significant distress or impairment. People with gender
dysphoria often desire to live in accordance with their gender identity and may dress and use
mannerisms associated with the gender with which they identify in order to achieve this goal.
Both gender identity issues and feelings of dysphoria may manifest in a variety of different
ways. A person with female sex characteristics, for example, may privately identify as a man,
but continue to publicly present themselves as a woman. Another may choose to dress in
clothes associated with the gender with which they identify, while yet another may seek
hormone treatment or surgery as part of a transition to living full-time as the gender with which
they identify. Each of these individuals may—or may not—experience significant feelings of
distress or impairment as a result of their gender identity concerns. Adults with gender
dysphoria typically feel uncomfortable being regarded by others as their assigned gender and
often desire to be rid of the physical sex characteristics associated with it

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Gender identity incongruence and the feelings of distress that indicate gender dysphoria
can be present in children, adolescents, or adults, and can manifest differently across age
groups. A child who is assigned one gender may express the wish to be a different gender, state
that they are, or assert that they will grow up to be. They may also prefer the clothing,
hairstyles, or toys typically associated with the other gender and may demonstrate intense
negative reactions when adults in their life attempt to have them wear clothing associated with
their assigned gender. Additionally, some children will show discomfort with their physical sex
characteristics.
Gender dysphoria in adults and children is considered a disorder if the person also
experiences significant distress or impairment in major areas of life as a result of the
incongruence. Identifying with a gender different from the one that was assigned is no longer
considered a mental disorder in itself.
Associated Features and Disorders of Gender Dysphoria
Due to feelings of distress and stigma, many individuals with gender dysphoria become
socially isolated—whether by choice or through ostracism—which can contribute to low self-
esteem and may lead to school aversion or even dropping out.

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In some cases of gender dysphoria, the disturbance can be so pervasive that an
individual’s mental life revolves around activities that lessen gender-related distress. These
individuals may be preoccupied with their appearance, especially prior to or early in a formal
gender transition. Relationships with family members may also be seriously impaired,
particularly in cases where family members hold negative or stigmatizing views about
transgender or gender non-conforming individuals.
Suicidal ideation, suicide attempts, and substance-related disorders are relatively common
among those experiencing gender dysphoria. After gender transition occurs, suicide risk may
dissipate or persist, depending on the adjustment of the individual. Children with gender
dysphoria may manifest coexisting separation anxiety disorder, generalized anxiety disorder, or
symptoms of depression. Adults may display anxiety and depressive symptoms as well.
Gender dysphoria has been reported across many countries and cultures, and
incongruences between sex and gender have existed in human society for thousands of years.
According to the DSM-5, among individuals who are assigned male at birth, approximately
0.005 percent to 0.014 percent are later diagnosed with gender dysphoria. Among individuals
who are assigned female at birth, approximately 0.002 percent to 0.003 percent are later
diagnosed with gender dysphoria. Because these estimates are based on the number of people
who seek formal treatment—including hormone therapy and/or surgical reassignment—these
rates are likely an underestimate of actual prevalence.

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The level of distress experienced by someone with gender dysphoria is significant, and
individuals do much better if they are in supportive environments, allowed to express their
gender in the way that’s most comfortable to them, and are given knowledge that, if necessary,
treatments exist to reduce the sense of incongruence they feel.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
According to the LGBT Community (n.d.), at a time when lesbian, gay, bisexual, and
transgender (LGBT) individuals are an increasingly open, acknowledged, and visible part of
society, clinicians and researchers are faced with incomplete information about the health
status of this community. Although a modest body of knowledge on LGBT health has been
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developed over the last two decades, much remains to be explored. What is currently known
about LGBT health? Where do gaps in the research in this area exist? What are the priorities for
a research agenda to address these gaps? This report aims to answer these questions.
Lawmakers and school administrators in the Philippines have recognized that
bullying of LGBT youth is a serious problem, and designed interventions to address it. In
2012, the Department of Education (DepEd), which oversees primary and secondary
schools, enacted a Child Protection Policy designed to address bullying and
discrimination in schools, including on the basis of sexual orientation and gender identity.
The following year, Congress passed the Anti-Bullying Law of 2013, with implementing
rules and regulations that enumerate sexual orientation and gender identity as prohibited
grounds for bullying and harassment. The adoption of these policies sends a strong signal
that bullying and discrimination are unacceptable and should not be tolerated in
educational institutions (LGBTVid, 2017).
The school environment is one of the most important development contexts for
children and adolescents, not only for the development of academic and occupational
skills but also for the development of the personal and social skills that shape the first 20
years of life. In recent years, there has been growing attention to understanding and
supporting positive school climate, the “values, cultures, safety practices, and
organizational structures” that characterize a school and its daily life; school climate
refers to the influence that the school and its culture have on students (McBrien& Brandt,
2010). Safety at school is an obvious foundation of the school climate. Following a series
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of school shootings, significant attention to school safety in the United States has resulted
in new federal, state, and local education laws and policies during the past decade. These
policies, most clearly typified in the No Child Left Behind (NCLB) Act of 2001, focus on
aggregated individual student achievement rather than on the climate of schools.
The goal is to demonstrate that a focus on school climate in addition to individual
student behavior is crucial for understanding policy innovation as well as student well-
being. This study focus on the school experiences of lesbian, gay, bisexual, and transgender
(LGBT) students, who are arguably among those who are least safe in contemporary
schools (Human Rights Watch, 2017). Like most contemporary school policy, research on
school safety has typically focused on understanding individual-level factors that are
associated with student well-being; this approach is limited. With emphasis at the
individual level rather than at the institutional level (the structural level, including school
climate), efforts to improve student experiences must necessarily focus on changing
perceptions, behaviors, or experiences of individual students (Ucla, 2015).
LGBT students in the Philippines face serious problems that threaten their safety,
health and right to education. In its new policy, the DepEd acknowledges that LGBT youth
are still at high risk for physical, psychological and sexual violence in schools, and that
despite existing legal protections, many LGBT students do not feel comfortable reporting
incidents to school authorities (Inquirer, 2018).
The DepEd order is a timely affirmation that discrimination based on gender,
sexual orientation and gender identity is unacceptable. But it needs teeth. As Human
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Rights Watch has documented, existing protections for LGBT youth in Philippine schools
are admirable on paper, but too often are not carried out or enforced. Years after the Anti-
Bullying Law was enacted, for example, many LGBT students are unaware that bullying
is prohibited and do not believe they can do anything to stop it. Similarly, many teachers
and administrators are unaware of the law or are simply indifferent to abuses against
LGBT students—or, worse, participate in them, creating a climate in which students are
especially vulnerable (Inquirer, 2015).
Therefore, the continued importance of parents in the lives of youth is
indisputable: beginning at birth, extending through adolescence and even into emerging
adulthood, affecting all relationships beyond those with the parents, and determining the
individual’s own sense of self-worth. Attachment accounts for this vast reach and
influence of parents.
According to Bowlby (2009), attachment to the primary caretaker guarantees
survival because the attachment system is activated during stress and concerns the
accessibility and responsiveness of the attachment figure to the child’s distress and
potential danger. The pattern or style of attachment that develops is based on repeated
interactions or transactions with the primary caregiver during infancy and childhood.
Those experiences, in interaction with constitutional factors like temperament, influence
the internal working model (i.e., mental representations of emotion, behaviour, and
thought) of beliefs about and expectations concerning the accessibility and
responsiveness of the attachment figure. In time, this internal working model influences
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perception of others, significantly influencing patterns in relationships over time and
across settings. The beliefs and expectations concerning the attachment figure also affect
the internal working model of the self, meaning the individual’s sense of self-worth.
Further, the three consistent patterns of attachment that arise in infancy and
childhood are related to the internal working models of the self and other. The “secure”
child has positive models of the self and other because the primary attachment figure has
been accessible when needed and responsive in an attuned and sensitive manner to the
child’s needs and capabilities. Consequently, the securely attached child is able to regulate
emotion, explore the environment, and become self-reliant in an age-appropriate
manner. The “insecure” child has an inaccessible and unresponsive primary caregiver,
who is intrusive, erratic or abusive. One of two insecure attachment patterns emerges. In
the first pattern, the child dismisses or avoids the parent, becoming “compulsively”21 self-
reliant and regulating emotion even when contraindicated. This child with
“avoidant/dismissive” attachment depends on the self, possessing a positive internal
working model of the self but a negative one of the other. In the second insecure
attachment pattern, the child is anxiously preoccupied with the caregiver but in a resistant
(i.e., distressed or aroused) manner. The individual with
“anxious/preoccupied/resistant/ambivalent” attachment has a negative working model
of the self, but a positive model of the other.
Moreover, attachment patterns in childhood are partly related to character traits in
adulthood, and have implications for emotion regulation from the perspective of coping
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with stress, as detailed elsewhere. Based on positive working models of the self and other,
the securely attached individual approaches a stressful situation in an adaptive manner
that allows for a realistic appraisal of the situation and a selection of coping strategies
most likely to reduce or eliminate the stressor or, at minimum, render the stressor
tolerable. By comparison, insecurely attached individuals may distort reality because they
may be more likely to appraise a situation as stressful even when it is not. They may also
be maladaptive in their management of stress and use emotion-focused coping strategies,
such as substance use, to improve mood and tolerate stress. These patterns of coping
influenced by attachment are present by and common in adolescence. Coping is critical
because sexual orientation and gender development are potentially stressful experiences
for all youth, but especially for sexual and gender minorities, given the frequent
stigmatization of homosexuality, gender non-conforming behavior, and gender-variant
identities (Poirier, 2017).

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Chapter III
RESEARCH METHODOLOGY
This chapter includes the design used in this study, the research instrument, the data
gathering procedure and the techniques used in this study.
Research Design
This present study is descriptive in nature. The major goal of descriptive research is to
describe events, phenomena and situations (Ahuja, 2010). Descriptive designs describe as
accurately as possible the characteristics of a group of people or a community. It is the scientific
way of observing, describing and analyzing the situations. Theory drives the design of descriptive
research especially in the selection of the perspective or point of view from which the
observations will be made (Kumar, 2011). In the present study the personal and social life of the
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lesbian, gay and bisexuals were observed and described through different aspects of their life.
This study made an attempt to understand the lived experiences of lesbian, gay and bisexual
students by observing the important concerns of their life.
Research Locale and Sample
The study was conducted at Infanta National High School, Ruanto, St., Pob. 38,
Infanta, Quezon. The respondents was given an open-ended survey questionnaire. The
researchers also gather 10 respondents at the said school. Thus respondents was surveyed
personally by the researchers. The researchers choose the place of implementation
because it was give the researchers the information needed. The study was be conducted
at the third week of January 2019.
Sampling Procedure
The goal of the sampling procedure is to obtain a sample diverse in terms of social identity
development and involvement of LGB community. Multiple challenges are associated with
sampling the LGB population, especially when trying to obtain a representative sample of
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developmental phases. The biggest challenge is accessing the population and getting a sufficient
response rate. Because of current attitudes towards LGB individuals as well as the potential
discrimination and social isolation associated with being identified as LGB, this population is
difficult to find, hard to reach and very resistant to identification with their personality. Another
possible challenge associated with the sampling is obtaining a sufficiently diverse Sample. The
goal of this study is to identify the lived experiences of the lesbian, gay and bisexual students.
Though it was speculated that it could be difficult to find students that will cooperate voluntarily.
In response to these challenges non-probability sampling was be use. Specifically a purposive
strategy will be use. By being purposeful, this normally will be hard to reach students from a wide
variety of personality. Unfortunately, using non-probability sampling limits generalizations of the
findings. The need to get a sample sufficiently large, however, is considered more important
than overall generalization. Even if a random sample approach will be used, it would still be very
difficult to find a sufficient number of students at the beginning of their development.
Research Instrument
To gather the data needed for the study, the researchers utilized open-ended
questionnaire. According to SurveyMonkey (2018), Open-ended survey provide answers
from the respondents based on their own words and are designed to elicit more
information than is possible in a multiple choice or other closed-ended survey. An open-

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ended question is designed to encourage a full, meaningful answer using the subject's own
knowledge and/or feelings.
This type of research method is not simply amassing but includes proper analysis,
interpretation, comparisons, identification of trends and relationship wherein survey that
will define as a brief interview or discussion with an individual about a specific topic. This
method is appropriate to use to identify the lived experiences of lesbian, gay and bisexual
students of Infanta National High School.
The open-ended questionnaire is a combination of the researcher’s ideas. The
open-ended questionnaire was be given among the LGB respondents from Infanta
National High School (INHS).This tool is the most appropriate to use for determining the
Lived experiences of LGB in Infanta National High School. Also, the researchers take into
consideration the following criteria in the formulation of the questions: the relevance of
the items to be answered, their suitability to the research goals and objectives, the number
and arrangement of the questions and the suitability of respondent’s free time to answer
the questionnaires.
Data Gathering Procedure
Prior to the actual conduct of the survey, the researchers sent a letter requesting
permission from the Principal office of Infanta National High School concerned to
conduct the study in the jurisdiction area. The letter stated that the data to be obtained
will be used for research purposes only. Upon the approval of such request the researchers
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start gathering the data needed for the study. The distribution of the open-ended survey
questionnaires was done personally by the researchers to the respondents and was
explain to them the mechanics of the conduct of the study. Also, the schedule for
questionnaires distribution was decided by respondents and was base upon their
availability. For those items included in the questionnaire validation was done during the
survey. All the information gathered was confidential. The gathering was done by the full
cooperation of the selected respondents. After the respondents answered the questions, the
researchers summarized the data collected.
Chapter IV
PRESENTATION AND ANALYSIS OF DATA
1. What are the significant experiemces of lesbian, gay, and bisexual students?
 DISCRIMINATION/BULLYING
These are the experiences that LGB students encounter in school.
Based on question number 1 it has 3 respondents that experienced the discrimination and bullying being
LGB student. There are 3 students, student 4, 7, and 8. Treatment is discrimination they have
experience. Therefore, they have experienced being discriminated and bullied as a student.
 Social Acceptance
Social acceptance is one of the LGB members wanted to have. In where they could do everything they
wanted without the negative comment of the non-member of LGB.

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Based on the question number 1 most of the respondents mention that they are living with full of
experiences.
2. How do you lesbian, gay, and bisexual students overcome their gender confusion?
 SELF-ACCEPTANCE
The student participants all shared their experiences of being LGB. Even though they recognized their
sexual orientation was different from many of their peers, they accepted that difference and indicated
that they saw themselves like everyone else. Student 5 indicated that he accepted himself despite in a
way that he accept my gender as well as everything he have now. They accepted themselves and stars in
their decision.
3. Does their gender affect their lives as students?
 LIVING LIKE A NORMAL STUDENTS
5 respondents said that they are living their life as a normal students. Based on the question most of the
respondents indicated that they are living their life as a normal students. Therefore thier identity does
not affect thier life a normal students
 Gender Discrimination
Gender Discrimination has always been the issue for a LGB member students.
Based on Question 3 a student said that being LGB affects their lives as a student in a way that they are
being discriminated because of their genders. According to them mostly treatment is the major
discrimination they have experience.

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Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
SUMMARY OF FINDINGS
1. SIGNIFICANT EXPERIENCES
Majority of the experiences where about "crossdresser" or wearing clothes and make-up.
Most of the students significant experiences the are discrimination and about bullying.
2. OVERCOMING GENDER CONFUSION
Based on the data gathered, self-acceptance is one of the way for the lesbian, hay, and bisexual
to overcome their gender confusion.
3. EFFECT OF BEING LESBIAN, GAY, AND BISEXUAL
Majority of the respondents indicated that being lesbian, gay, and bisexual does not affect their
life as a student.
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CONCLUSION
1. Majority of the students experiences was cross dressing and discrimination. Also most of the
respondents that receive discrimination are gays.
2. The self-acceptance and self-reflection are the most important to overcome problem.
3. The gender identity respondents has no negative effect in the life of the students.
RECOMMENDATIONS
Based on the conclusions drawn, the following are hereby recommended.
1. The school Administrators should implement rules and regulations to prevent discrimination. The
students shall know the proper event to wear dress.
2. The parents shall guide and monitor their child to prevent their child from negative thinking.
3. The teachers shall monitor the lesbian, gay, and bisexual and non-lesbian, gay, and bisexual student in
school to prevent the possible harm towards the LGB member.

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Updated GROUP 4 Thesis ABM 3 Mar. 15, 19

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INFANTA NA TIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

THE PROBLEM AND ITS SETTING

girls/women or boys/men or become romantically or sexually involved with both. They

thinking about relationships.

experience is marred by bullying, discrimination, lack of access to LGBT-related

community (Human Rights, 2018).

supportive educators, enumerated anti-bullying/harassment policies and access to

student clubs commonly known as Gay-Straight Alliances (Thoreson, 2016).

gay and bisexual members facing.

Background of the Study

Lesbian/gay male/bisexual/transgender (LGBT) individuals have been classified

Contexts (actions/attitudes) prevail. Inequities, based on sexual orientation

pervade society including educational institutions. Homophobia has created barriers to

Homophobia knows no boundaries and disregards the multidimensionality of personal

Violence against and harassment of actual or perceived LGBT youth in U.S.Public

homophobia”, allowing peer-to-peer, teacher-to-student, and administrator-to-student

Statement of the Problem

3. Does their gender affect their lives as students?

Scope and Limitations of the Study

consists of 10 students. It indicates that survey questionnaire will be given personally by

respondents by answering the questionnaire. A major limitation of this is its dependence

on the survey instruments.

shared their lived experiences was included in this research.

the survey questions.

Significance of the study

be able to supervise their children on their statuses.

themselves of getting hurt by the society.

help to prevent the hardship that the students are experiencing.

Future Researchers - In this study, future researchers will be benefitted in the

Gay and Bisexual

not limited to, homosexual, heterosexual, or bisexual.

Homosexuality – primary sexual attraction toward members of the same gender.

Heterosexuality – primary sexual attraction toward members of the opposite gender.

Gay – preferred term for homosexual.

Lesbian – same gender female sexual attraction.

Gay Male – same gender male sexual attraction.

Bisexual – sexual attraction to both male and female gender.

male gender role).

LGBT – an acronym most commonly used for lesbian/gay/bisexual/transgender, often referring

often desire to be rid of the physical sex characteristics associated with it

experiences significant distress or impairment in major areas of life as a result of the

considered a mental disorder in itself.

Associated Features and Disorders of Gender Dysphoria

socially isolated—whether by choice or through ostracism—which can contribute to low self-

esteem and may lead to school aversion or even dropping out.

In some cases of gender dysphoria, the disturbance can be so pervasive that an

transgender or gender non-conforming individuals.

who seek formal treatment—including hormone therapy and/or surgical reassignment—these

rates are likely an underestimate of actual prevalence.

treatments exist to reduce the sense of incongruence they feel.

REVIEW OF RELATED LITERATURE AND STUDIES

Lawmakers and school administrators in the Philippines have recognized that

schools, enacted a Child Protection Policy designed to address bullying and

educational institutions (LGBTVid, 2017).

aggregated individual student achievement rather than on the climate of schools.

The goal is to demonstrate that a focus on school climate in addition to individual

climate), efforts to improve student experiences must necessarily focus on changing

perceptions, behaviors, or experiences of individual students (Ucla, 2015).