Perceptions of LGBTQ+ Grade 11 Students to Social Exclusivity at the

University of Cebu at Pardo and Talisay

A Research Paper

Presented to the Senior High School Department

University of Cebu at Pardo and Talisay, Inc.

(Formerly St. Paul College Foundation, Inc.)

In Partial Fulfillment of the

Requirements for the

Subject

PRACTICAL RESEARCH 1

PRESENTED BY:

Oralde, Philip John Carl M.

Toling, Peter Nicholas N.

Ampong, Febbie Marie

Labajo, Arianne

Pegti, Justin Kate

Rosales, Justine Margaret M.

May 31, 2023

The Problem and It’s Background

Introduction

The idea of having a separate sexual identity did not exist before the late nineteenth

century, yet people in the past led lives that are comparable to our contemporary sense of what it

means to be LGBTQ. To protect the civil rights and freedoms of lesbian, gay, bisexual,

transgender, and queer (LGBTQ) persons, organized activism peaked in the 20th century.

LGBTQ people have long faced discrimination in the workplace, in housing, in the military, and

in other commercial and public services, as well as in public hostility and legal persecution.

Activists from all around the country established organizations, such as the Mattachine Society

and the Daughters of Bilitis, to fight for gay men's and lesbians' civil rights in the years

following World War II. Early pioneers of the movement included Lilli Vincenz, who wrote

newsletters and columns, picketed the White House, and produced films that captured significant

moments in the movement's history, as well as Frank Kameny, who fought for decades against

the federal government's anti-LGBTQ employment rules (Congress.gov, 2021).In the modern

world, bullying, harassment, and exclusion of LGBTQ+ people in educational institutions is a

worldwide problem faced by a significant proportion of LGBTQ+ students. It is frequently

motivated by stigma and prejudice, which are entrenched in deeply held cultural notions about

gender roles, masculinity, and femininity (OHCHR, 2019). Students described how hearing slurs,

lacking resources relevant to their experience, being discouraged from having same-sex

relationships and being frequently misgendered made the school a hostile environment, which in

turn can impact health and well-being. LGBT students also described persistent patterns of
isolation, exclusion, and marginalization that made them feel unsafe or unwelcome at school

(Thoreson, 2023e).

According to the Centre for Sexuality (2019), the majority of young people define school

attachment as having a strong sense of belonging to the school community. It is crucial to young

people's overall well-being. Educational achievement is also closely related to one's feelings of

social attachment. LGBT youth frequently don't feel comfortable, which makes going to school

stressful and anxious. The LGBT community experiences prejudice in numerous forms,

especially exclusion. The worst form of discrimination is violence or the numerous gay murders

that occur in cities. Prejudice, discrimination and social exclusion prevent socially excluded

people from living empowered lives, which serves to further reinforce outcomes and opportunity

disparities (Choo, 2018). The prevalence of LGBTQ discrimination in education only serves to

highlight the importance of raising awareness, educating people, and changing policies. The

irony is that despite their efforts to blend in, LGBTQ people are frequently the targets of

discrimination, which disrupts their well-being, makes them vulnerable to unfortunate adversity,

and has a negative impact on society as a whole (Coleman, 2019).

Body

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 enacted by Congress the following year, establishing guidelines that list sexual orientation

and gender identity as illegal justifications for bullying and harassment. By adopting these

policies, educational institutions are strongly reminded that bullying and discrimination are

abhorrent and should not be permitted (Thoreson, 2023). LGBT+ people have historically been

underrepresented in the fields of science, technology, engineering, and mathematics (STEM),

and these fields are sometimes characterized as places where one's personal identification is

irrelevant. The experiences of LGBTQ+ people in science have been the subject of numerous

publications that have been published in the previous ten years.

These publications all draw attention to a similar finding: most scientists have

encountered prejudice at some point in their careers based on their sexual orientation or gender

identity. However, for LGBTQ+ people, this means hiding their gender identity and expression

and remaining outcasts at work, which can have a negative impact on their productivity and

mental health (Boustani & Taylor, 2020).

Since bullying has detrimental effects on both the immediate victims and the culture of

the school as a whole, it presents a serious problem for educators. Lesbian, homosexual, and

bisexual (LGB) kids endure a disproportionate level of bullying, which is an increasing problem.

Professor Lynn Addington of the SPA examined the direct effects of bullying on 12- to 18-year-

old children of various sexual orientations using information from the School Crime Supplement

of the 2015 National Crime Victimization Survey. The Journal of Family Strengths published her

article, "What is the Effect of Being Bullied? Comparing Direct Harms of Bullying Experienced

by LGBT and Non-LGBT Students," in December. According to the study's findings, students
who reported experiencing bullying as a result of their sexual orientation did so more frequently

than those who did not. Nearly one-third of the sample of LGB bullying victims reported

bullying more than once per week, and more than half reported bullying more than once per

month. On the other hand, almost a third of non-LGB victims reported being bullied more

frequently than once per month. Bullying based on gender identity or being transgender was

excluded from the studies due to data limitations (American University, 2018).

According to numerous studies, LGBTQ+ students experience a greater range of mental

health issues than their non-LGBTQ+ peers, including but not limited to depression, stress,

anxiety, and burnout (Perez-Guzman et al., 2022). Students who identify as LGBTQ+ experience

bullying that includes name-calling, public mockery, rumors, intimidation, pushing and

assaulting, stealing from or damaging property, obscene notes and graffiti, social exclusion,

cyberbullying, physical and sexual assault, and even death threats (OHCHR, 2019). In another

study, it was discovered that bullied lesbian, homosexual, and bisexual students had greater rates

of substance misuse and risky conduct than bullied heterosexual students (Minero, 2018).

Moreover, the lack of finance and a skilled workforce, together with the government's

insufficient backing, were the organization's key obstacles. For Filipino LGBT students, the

absence of legal protection, mental health difficulties, and prejudice in various settings were

major obstacles. Religion also did not support the LGBT community and had a significant

impact on politics and education, among other areas. More public awareness-raising, education,

and activism by LGBT persons were primarily anticipated as solutions to these problems (Tang,

2018).
 Building a secure environment for all LGBTQ+ students is crucial. Bullying can be

stopped and LGBTQ+ youth can be assisted in feeling both physically and emotionally safe with

the aid of parents, schools, and communities. Promote treating each learner with respect. Prohibit

violence, intimidation, and bullying toward any student. Engage kids in social-emotional

learning activities in the classroom to encourage peer interactions and help them gain empathy.

Identify "safe spaces," such as counselors' offices or special classrooms, where LGBTQ+

students can get assistance from administrators, instructors, or other school personnel. (ASPA,

2021). All young people are supported by policies that clearly name or list protected groups,

such as LGBTQ pupils (Russell et al., 2021). It is crucial to realize that LGBTQ+ students

should not only be protected but also be exposed to materials and imagery that will make them

feel included in the larger school community. This requires the leader to have a higher level of

self-efficacy (DeWitt, 2018). Students who endure difficult obstacles are also resilient survivors,

and with the support of their teachers, they can succeed beyond in the classroom. There is still

much that needs to be done by schools and educators, even as policy and practice for this group

grow more open to everyone (Montemayor & Vega, 2018). Students reported less victimization

based on their sexual orientation in schools that teach an LGBTQ-inclusive academic

curriculum, and studies show that they felt the school environment was safer when LGBTQ-

inclusive information was presented in both academic subjects and health education (Bittker,

2022).

Conclusions

Based on the findings of this study, LGBTQ+ grade 11 students at the University of Cebu

at Pardo and Talisay perceive social exclusivity in the academic institution which affects their
sense of belonging and identity. The respondents shared their experiences of discrimination,

bullying, and stigmatization that hinder them from fully participating in academic activities and

establishing social connections. These negative encounters have repercussions on their academic

performance and mental health.

The study highlights the need for universities, especially in the Philippines, to create a

safe and inclusive environment for the LGBTQ+ community. This can be achieved through the

implementation of policies and programs that promote diversity and inclusion, such as gender-

neutral restrooms, the establishment of LGBTQ+ organizations, and the inclusion of LGBTQ+

issues in the curriculum. Providing training and education to faculty, staff, and students about

LGBTQ+ issues can also contribute to a more accepting and respectful community.

Further studies can explore the experiences of other members of the LGBTQ+

community, particularly those who identify as transgender or non-binary, and their perceptions

of social exclusivity in academic institutions. Additionally, research on the experiences of

LGBTQ+ students in other universities in the Philippines can provide a comprehensive

understanding of the challenges faced by the community in the country's educational system.

Statement of the Purpose

The purpose of this study is to understand the perceptions of LGBTQ+ grade 11 students

regarding social exclusivity at the University of Cebu at Pardo and Talisay. By understanding

their experiences and perspectives, we aim to contribute to the university's commitment by

giving quality education to all students regardless of their gender. We aim to transform the lives
of every LGBTQ+ student within the school premises by giving them fair treatment and a safe

school environment. Furthermore, this research aligns with the university's mission, by being

responsive to their demands and using the researcher’s study for the LGBTQ+ students to be

heard.

I. What are the experiences of LGBTQ+ grade 11 students on school premises, how do they

perceive the inclusivity of their school environment?

II. What are the perceptions of LGBTQ+ Grade 11 students regarding social exclusivity at

the University of Cebu at Pardo and Talisay?

III. What are the specific forms of social exclusivity that LGBTQ+ Grade 11 students

encounter at the university?

IV. What are the factors contributing to social exclusivity experienced by LGBTQ+ Grade 11

students at the University of Cebu at Pardo and Talisay?

V. What support systems and resources are currently available at the University of Cebu at

Pardo and Talisay to address social exclusivity for LGBTQ+ Grade 11 students?

Scope and Delimitation

This study focuses on knowing the perceptions of LGBTQ+ Grade 11 students regarding

social exclusivity at the University of Cebu at Pardo and Talisay. This aims to know their

perceptions of social exclusivity, which refers to their experiences of being excluded inside the

school premises, such as acceptance, respect, and fair treatment. To complete this study within

the given time frame, the study will interview 8 learners within the university. The participants

will be informed that this study will go through another aspect of their lives, such as knowing the
state of their academic performance, mental health, or specific forms of discrimination they

encountered. Consequently, these boundaries and limitations help by keeping the study fair,

feasible, and useful to the particular problem being investigated.

Definition of Terms

ASPA- Assistant Secretary for Public Affairs

Adversity- the presence of difficult or unfavorable circumstances that individuals or groups face,

testing their resilience and ability to overcome challenges.

Bisexual- a person who finds both men and women physically, sexually, and emotionally

attractive.

Gender Identity- a person’s view of their internal self.

Graffiti- writing, drawings, or sprayed on a wall or other surface in a public space. Also known

as vandalism.

Harassment- abusing, insulting, or otherwise harming you on a regular basis. Unwelcome

conduct based on age, gender, and race.

Lesbian- a woman who is romantically or sexually attracted to another woman.

LGB- lesbian, gay, bisexual

LGBTQ+- lesbian, gay, bisexual, transgender, queer/questioning, and others.

Non-Binary- a term for people who feel their gender identity cannot be defined within the

margins of the gender binary.

Obscene Notes- portrayal or description of sexual matters. They find it offensive or disgusting

of morality and decency.

exposed to discrimination or any other emotional or physical harm.

Self-Efficacy- an individual’s belief in their capacity to execute behaviors necessary to produce

specific performance attainments.

Sexual Assault- when someone touches another person in a sexual manner without their consent.

Sexual Orientation- a person's identity in relation to the gender or genders to which they are

sexually attracted. About who you're attracted to and want to have relationships with.

Social-Emotional Learning- the process of developing the self-awareness, self-control, and

interpersonal skills that are vital for school, work, and life success

Social Exclusion- the inability to participate in, and be recognized by society.

Stigma/Stigmatization- when someone sees you in a negative way. The action of describing or

regarding someone or something as worthy of disgrace or great disapproval.

Transgender- terms for persons whose gender identity, gender expression, or behavior does not

conform to that typically associated with the sex to which they were assigned at birth.
 Chapter 2

Review of Related Literature and Studies

This chapter gives a review of the related literature and studies that provide support to the

present study. The information here was taken from websites with .org, .au, and .gov.

Related Literature and Studies

Harassment

One of the most widespread, terrifying, and potentially harmful challenges LGBT

children confront in our public schools is anti-LGBT harassment. You don't have to put up with

bullying, teasing, threats, or physical harm because of your sexual orientation at school.

According to the U.S. Constitution, public schools must deal with any harassment of LGBT

students in the same way that they would deal with harassment of any other student.

Additionally, Title IX, a federal education law, forbids public institutions from tolerating

harassment based on gender stereotypes. All of this means that harassment in public schools

cannot be tolerated if it is motivated by a person's appearance or conduct that doesn't "match"

their gender, such as males who wear cosmetics, girls who dress "like a boy," or transgender

pupils. Additionally, school administrators cannot advise you that your identity needs to change

or that the harassment is your fault because of the way you behave or dress.

You must notify a principal or counselor right once if you feel threatened or harassed at school.

The school is now on notice and may be forced to take legal action to keep you safe.
Additionally, keep track of all instances of harassment and your communications with the school

over them. The end of this handout includes advice on how to accomplish this.

Contact your local ACLU affiliate or the ACLU LGBT Project if you've reported the harassment

to your school and they've done little or nothing to stop it (ACLU, 2022).

Bullying

According to Koyanagi et al. (2019), negative treatment from others, such as bullying, is

a substantial risk factor for adolescent suicide. Bullying LGBTQ youth is particularly common,

at larger rates than their cisgender and heterosexual colleagues (Webb et al., 2021; Reisner et al.,

2015). According to a recent study, there were no appreciable improvements in the prevalence of

bullying between 2011 and 2019 for U.S. high school students reporting physical bullying and

15% reporting online bullying temporal rates (Li et al., 2020). In addition to offering LGBTQ

youth-specific identity support, affirming schools may reduce the risk of suicide by fostering an

environment where such students are less likely to face bullying (The Trevor Project, 2021).

The 2019 national results of the Centers for Disease Control and Prevention's (CDC) Youth Risk

Behavior Surveillance were made public last week. The national numbers make it quite obvious

that LGBTQ youth continue to face higher suicide and health risks than their classmates.

LGBTQ students are more likely to face victimization, violence, and suicidality, according to an

HRC analysis of the 2015 and 2017 statistics. Transgender pupils are subject to greater

discrepancies than they did in 2017 in numerous areas of the data.

school grounds. Youth who identify as transgender (29%), gay and lesbian (21%), and bisexual

(22%), have all tried suicide (Roberts, 2020).

Synthesis

In the given, it has been shown that the critical problem of bullying and harassment of

LGBTQ+ kids has received more attention and acknowledgment in recent years. Students who

identify as LGBTQ+ frequently encounter particular difficulties and are more frequently the

targets of bullying and harassment than their homophobic and cisgender peers. While there has

been progress in identifying and combating the bullying and harassment of LGBTQ+ students,

significant work remains. It is critical to keep fighting for secure, welcoming learning

environments in schools that value every student's rights and dignity, regardless of sexual

orientation or gender identity.

ACLU. (2022, October 27). LGBT Students: What to Do if You Face Harassment at School.

ACLU of DC. https://www.acludc.org/en/know-your-rights/lgbt-students-what-do-if-you-

face-harassment-school

American University. (2018, March 9). What is the Impact of Bullying on Lesbian, Gay, and

Bisexual Students? https://www.american.edu/spa/news/bullying-impact.cfm

Assistant Secretary for Public Affairs (ASPA) & Assistant Secretary for Public Affairs (ASPA).

(2021). LGBTQI+ Youth. StopBullying.gov.

https://www.stopbullying.gov/bullying/lgbtq

Bittker, B. M. (2022, July 5). LGBTQ-Inclusive Curriculum as a Path to Better Public Health.

https://www.americanbar.org/groups/crsj/publications/human_rights_magazine_home/

intersection-of-lgbtq-rights-and-religious-freedom/lgbtq-inclusive-curriculum-as-a-path-

to-better-public-health/

Boustani, K., & Taylor, K. A. (2020). Navigating LGBTQ+ discrimination in academia: where

do we go from here? The Biochemist, 42(3), 16–20. https://doi.org/10.1042/bio20200024

Centre for Sexuality. (2019b, April 4). Research on LGBTQ Youth. Understanding the

Guidelines. https://understandingtheguidelines.ca/faqs/research-on-lgbtq-youth/

Choo, S. (2018). A Policymaker’s Guide on Inequality. Unescap.

https://www.unescap.org/sites/default/files/A%20policy%20maker%20guide%20on

%20inequality%20191221.pdf
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digitalcommons.wcupa.edu, Volume 1(1), 4.

https://digitalcommons.wcupa.edu/cgi/viewcontent.cgi?

article=1007&context=ramifications

Congress.gov. (2021, May 28). LGBTQ Activism | The Post War United States, 1945-1968

| U.S. History Primary Source Timeline | Classroom Materials at the Library of

Congress | Library of Congress. The Library of Congress.

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DeWitt, P. E. (2018b). Principals’ moral purpose in the context of LGBT inclusion. Journal of

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0005

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https://www.edutopia.org/article/schools-struggle-support-lgbtq-students/

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– Teacher Responsibilities - IDRA. IDRA. https://www.idra.org/resource-center/equity-

justice-lgbtq-students-teacher-responsibilities/

OHCHR. (2019, October 2). The inclusion of LGBT people in education settings of paramount

importance to “leaving no one behind.”

https://www.ohchr.org/en/statements/2019/10/inclusion-lgbt-people-education-settings-

paramount-importance-leaving-no-on
Perez-Guzman, I., Vahdat, K., & Pavlopoulos, V. (2022). What Nobody Likes to Discuss, But

We Are All Starting to Care About: Mental Health in Graduate School. INFORMS.

https://www.informs.org/Publications/OR-MS-Tomorrow/What-Nobody-Likes-to-

Discuss-But-We-Are-All-Starting-to-Care-About-Mental-Health-in-Graduate-School

Roberts, M. (2020, August 26). CDC Releases National Youth Risk Behavior Surveillance

Results. Human Rights Campaign. https://www.hrc.org/news/new-cdc-data-shows-lgbtq-

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Russell, S. J., Bishop, M. D., Saba, V. C., James, I. B., & Ioverno, S. (2021d). Promoting School

Safety for LGBTQ and All Students. Policy Insights From the Behavioral and Brain

Sciences, 8(2), 160–166. https://doi.org/10.1177/23727322211031938

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