CENTRAL TAYTAY SENIOR HIGH SCHOOL-STAND ALONE

PERCEPTION OF THE STUDENTS TOWARDS LGBTQIA+ MEMBERS

BY GROUP - 3

FROM HUMANITIES AND SOCIAL SCIENCES 11 RIZAL

SUBMITTED TO: SIR EDDIERF R. PALO

JANUARY 24 ,2023 (TUESDAY)

 CHAPTER I

INTRODUCTION

I.I Background of the study

The word LGBTQIA+ did not even exist a decade ago, yet the problem has become
pervasive one day. LGBTQIA is a term that collectively represents people who identify as
lesbian, gay, bisexual, transgender, queer (or those questioning their gender identity or sexual
orientation), intersex, and asexual.

Some LGBTQIA+ members are always experiencing discrimination because there are some
homophobic persons that do not totally accept their sexuality. The unfair treatment of other
people may also cause a depression on individuals. Some young victims of LGBTQIA+
members are desired to cease attending school altogether because school becomes such an
threatening place. Although specific studies regarding the relationship between school avoidance
or refusal and bullying are few.

Some researchers have speculated that suffering from peer victimization keeps many
students from attending school each day, causing many young people to miss value instructional
time. Thus, further undermining their capacity to be successful academically (Buhs, & Herald,
2006: Kochenderfer & Ladd, 1996). This is especially true for LGBTQIA+ students. It has also
been noted that crimes against gay males and lesbian students occur with greater frequency that
crimes against the general population in the school setting (Comstock 1991).

LGBTQIA+ members has so many negative experience in our community and mostly in
school, but what happened to schools should be the safe places for everyone? Especially here 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.
Objective of the study

A. This study is aiming at the students' cognition about LGBTQIA+, and the students affection
towards the LGBTQ phenomenon.

B. Connecting with other people who are members of LGBTQIA+, and being part of its
community, can help to dispel myths and stereotypes by speaking about one's own experiences
and educating others.

C. Becoming less locked into gender role expectations and stereotypes, can also increase your
ability to have close relationships with same genders friends.

Statement of the problem

The study aimed to find out the perception of the students in LGBTQIA+ members and its
effects on the performance of respondents. Specifically, it sought answer to the following sub-
problems;

A. What are the characteristics of the respondents?

In terms of:

Age

Gender

Religion

B. What are the causes that influence the LGBTQIA+ members to become part of it?

In terms of:

Close Relatives

Environment

Students

Gender

Boredom

C. What kind of things might a person who is lesbian, gay, bisexual, or transgender go through
when coming out?

D. How can we support LGBTQ people without our own sexual orientation becoming an issue?
Scope and Delimitation of the study

The main focus of this study was about the students' perception towards LGBTQIA+
members in Central Taytay, Senior-High School Stand-Alone, Year 2022-2023 at St. Monte
Vista, Poblacion, Taytay, Palawan.

Significance of the study

This study was important to the students in CTSHS-SA, teachers and LGBTQIA+ students.

To the students, they will notice the factors that will affect their attitude and they will be
able to self-reflect for future improvement of their personality.

To the teachers, it will benefit from the study because they can determine the behaviors of
their students, so that they can make a plan in changing the behaviors of the learners.

To the LGBTQIA+ members, they will benefit from the study because they can determine
the factors that affecting them from the attitude of their fellow students, so they can avoid
misunderstanding, and discrimination from their fellow students.

Definition of terms

Terms used in this study were defined conceptually.

• In this study, the term "LGBTQIA+", stands for lesbian, gay, bisexual, transgender, queer,
intersex, and asexual.

• Discrimination- this term refers to the unjust or prejudicial treatment of different categories of
people, especially on the grounds of ethnicity, age, sex, or disability.

• Stereotypes- this term refers to a widely held but fixed and oversimplified image or idea of a
particular type of person or thing.

• Phenomenon- This term refers to a fact or situation that is observed to exist or happen,
especially one whose cause or explanation is in question.

• Perception- This term refers to the ability to see, hear, or become aware of something through
the senses.

• Homophobic- this term is related to the policies, behaviors, rules, etc. That result in a
continued unfair advantage, and harmful treatment to the non-straight people(attracted with the
same gender).

• Undermining- this term refers to the action or process of lessening the effectiveness, power, or
ability of someone or something, especially gradually or insidiously.

• Depression- this term refers to a serious medical condition in which a person feels very sad,
hopeless, and unimportant; and, often in unable to live in normal way.
 CHAPTER II

REVIEW RELATED LITERATURE

This chapter present the review of related literature and studies that contain foreign and local
literature. Moreover, the review of related studies follows after the discussion of related
literature. They are also sourced from foreign and local studies.

I. Related Literature

Foreign Literature

If they accept LGBT people in their environment, pupils are more likely to engage in LGBT
activities. To avoid being drawn into LGBT activities, pupils should develop a feeling that their
environment does not tolerate LGBT people. In reality, a lot of students view LGBT behavior as
normal and accept the presence of the groups indicated. Adolescents and young adults in those
many nations with populations whose attitudes are heavily impacted by Confucianism primarily
have negative opinions towards homosexuality.

Knowledge of sexual and reproductive health and how traditional one's values may be were
the most frequent and significant determinants of a respondent's perception of homosexuality.
More consideration must be given.

Knowledge of sexual and reproductive health and how traditional one's values may be were
the most frequent and significant determinants of a respondent's perception of homosexuality. In
order to change how teenagers and young adults view homosexuality, more needs to be done to
popularize information about sexual and reproductive health, including homosexuality, and to
promote more liberal attitudes. The homosexual may then experience less marginalization and
stigma, improving his or her health in the process.

This essay aims to describe students' attitudes toward the LGBT phenomena and their
understanding of it. The scale of LGBT student perceptions with models was the instrument
utilized, and percentage methodologies were used to analyze the data. The study's findings
indicate that while students' perceptions of the cognitive parts of LGBT are classified as not
totally accepting, at 77.78%, and their perceptions of the affective aspects are classified as very
accepting, at 69.2%, the students still view LGBT as a deviant activity. According to the findings
of this study, counselors can help adolescents develop their intellect and affection in order to
reject LGBT. This is being done as a preventative measure to get pupils to continuously think of
LGBT people as engaging in deviant behavior.
Local Literature

The marginalization and stigmatization of the gay, which has an impact on that person's
health, is significantly influenced by how adolescents and young adults view homosexuality. In
the Confucianism-dominated Philippines, this paper seeks to investigate that perception and its
predictions.

Because of misconceptions and misinformation, the lesbian, gay, bisexual, transgender, and
queer (LGBTQ) population in the Philippines continues to be victimized by society in numerous
ways. In this study, the students' perceptions of gender marginalization—including bullying,
harassment, and discrimination were examined.

Unstructured interviews with 20 respondents were conducted based on a review of related

literature on perceptions of gender marginalization, and the researchers also polled prospective
students. The results of the responses' analysis revealed a favorable opinion of LGBTQ kids'
characteristics as well as a potential remedy for the bullying, harassment, and discrimination that
these students encounter. The findings showed that being a victim of bullying, harassment, and
discrimination has an impact on gender marginalization, which can be avoided and mitigated by
developing recommendations to promote the application of a potential remedy.

II. Related Studies

International Related Study

In order to calculate the Global Acceptance Index, a measure of the relative level of social
acceptance of LGBTI individuals and rights in each country, this research analyzes survey data
from 175 different nations and regions. The Multi-Donor LGBTI Global Human Rights Initiative
funded the report's creation.

Since 1980, there has been an increase in the average degree of acceptance for LGBTI
individuals worldwide. The top five most welcoming nations are Canada, Iceland, Norway, the
Netherlands, and Sweden, and acceptance has risen with time. Since 1990, acceptance has
improved throughout North and South America, Australia and Oceania, and Western Europe.

The LGBTI (lesbian, gay, bisexual, transgender, and/or intersex) Global Acceptance Index
(GAI), which aims to gauge the amount of acceptance of LGBTI individuals and issues in each
nation over a certain period of time, has undergone modifications.

Understanding acceptance and rejection of LGBTI individuals lies at the heart of

understanding violence, discrimination, and the plethora of negative effects emerging from
exclusion and unequal treatment. The views and ideas of those around them have a significant
impact on sexual and gender minorities everywhere in the world. Low acceptance is linked to
bullying and violence, physical and mental health issues, employment discrimination, and
underrepresentation in civic leadership positions. Exclusion may also have a negative impact on
employee productivity and corporate earnings.

The author revised the Global Acceptance Index to include acceptance in 175 nations and
regions using a sophisticated statistical model. The degree to which LGBTI persons are viewed
positively and inclusively, both with regard to one's opinions of LGBTI individuals and with
regard to one's position on LGBTI policy, is known as acceptance. Updates include an expanded
database of social surveys measuring attitudes toward LGBTI people and rights (drawing
information from surveys conducted by AfroBarometer, America's Barometer, Eurobarometer,
European Social Survey, European Values Survey, Gallup World Poll, International Social
Survey Programme, Ipsos International, Latinobarómetro, Pew Global surveys, and World
Values Surveys); the inclusion of surveys specifically aimed at gathering data on transgender
people, among other things.

The end result was a dataset comprising 6,198 country-question-years (i.e., answers for a
specific nation in a specific year for a specific question) under analysis, 175 different countries
and locations, 98 different question wordings, and 37 years. 7,059,822 responses to inquiries
about LGBTI people and rights make up the combined individual-level sample.

Local Related Study

Everyone should feel safe attending school. But in the Philippines, bullying, discrimination,
a lack of education about LGBT issues, and occasionally physical or sexual assault, affect
students who identify as lesbian, gay, bisexual, or transgender (LGBT). These wrongdoings have
the potential to seriously affect students' ability to pursue an education, which is guaranteed by
both Philippine and international law.

In the Philippines, policymakers and school officials have developed initiatives to deal with
the major issue of bullying of LGBT adolescents in recent years. A Child Protection Policy was
implemented by the Department of Education (DepEd), which is responsible for supervising
primary and secondary schools, in 2012 to combat bullying and discrimination in schools,
including on the basis of sexual orientation and gender identity. The Anti-Bullying Law of 2013
was ratified by Congress the following year, and its implementing rules and regulations list
sexual orientation and gender identity as forbidden justifications for bullying and harassment. By
adopting these regulations, educational institutions are sending a clear message that bullying and
discrimination are abhorrent and should not be condoned.

Although these policies appear to be powerful on paper, they have not been well applied.
Many LGBT youth still encounter bullying and harassment at school in the absence of proper
implementation and monitoring. The discriminatory practices that stigmatize and disenfranchise
LGBT students as well as the dearth of tools and knowledge on LGBT issues in schools serve to
exacerbate the negative treatment that LGBT students encounter from classmates and teachers.

This study's findings are based on in-depth interviews and focus groups with 76 secondary
school students or recent graduates who identified as LGBT or who had questions about their
sexual orientation, 22 students or recent graduates who did not, 46 parents, teachers, counselors,
administrators, service providers, and education experts in 10 cities on the major Philippine
islands of Luzon and the Visayas. It looks at three major issues that LGBT students face—
bullying and harassment, discrimination based on sexual orientation and gender identity, and a
lack of knowledge and resources and makes recommendations for actions that lawmakers,
DepEd, and school administrators can take to support LGBT students' right to a safe and
affirming learning environment.

The occurrences covered in this report serve as a powerful reminder of how crucial it is to
strengthen and enforce rights for LGBT students in schools. Students in the Philippines, for
instance, revealed patterns of abuse and mistreatment that went undetected by school employees
despite laws against bullying.
 Discriminatory laws and procedures that prevented students from fully engaging in school
life worsened the mistreatment that they experienced there. Schools enforce stringent gender
norms on pupils in a number of ways, such as gendered uniforms or clothing rules, limitations on
hair length, bathrooms with separate genders, classrooms and extracurricular activities for boys
and girls, and careful monitoring of same-sex friendships and interactions.
 CHAPTER III

METHODS AND PROCEDURES

This chapter present the research design, respondents of the study, the research sampling method,
the research instrumentations, data gathering procedure, and statistical treatment of data.

Research Design

The descriptive and correlation research design were used in this study. It is descriptive
research design because the study claims to describe the students perception among selected
LGBTQ members in Senior High School Students in Central Taytay Senior High School.
Meanwhile, it is correlation because it determines the relationship of the variables.

Case Study

In this study, the students' perceptions of gender marginalization including bullying,

harassment, and discrimination were examined. Unstructured interviews with 8 respondents were
conducted based on a review of related literature on perceptions of gender marginalization, and
the researchers also polled prospective students. The results of the responses' analysis revealed a
favorable opinion of LGBTQ members' characteristics as well as a potential remedy for the
bullying, harassment, and discrimination that these students encounter. The findings showed that
being a victim of bullying, harassment, and discrimination has an impact on gender
marginalization, which can be avoided and mitigated by developing recommendations to
promote the application of a potential remedy.

Population/Respondents of the study

The selected senior high school students were the respondents of this study. Ten percent
(10%) of Grade 11 and 12 was taken as sample.

Sampling Method

Simple random sampling utilizing the snowball technique was used to select the
respondents.
Locale of the Study

The place that will conduct this study is the school of Central Taytay Senior Highschool
Stand-Alone.

Instrumentations

The survey questionnaire was used as the main instrument of the study to gather data and
information needed. Part I asked about the characteristics of the respondents, Part II dealt on the
causes that influence the LGBTQ members to be part of it, Part III dwelt on what do a member
of LGBTQ go through when coming out, While Part IV asked on the ways to support LGBTQ+
members without our own sexual orientation becoming an issue.

Data Collection Procedure

The survey questionnaire was distributed to the selected respondents of the selected senior
high school students for them to accomplish the survey questionnaire. After it was accomplished
by the respondents the data and information was tallied, organize , and prepared for statistical
treatment.

MEMBERS:

JULIET E.TEORIMA

AYESSA B.PADUGA

HANZ GEO CLARENCE ANDALES

CHRISTIAN MICHAEL ALVAREZ

REGINE ABENIR