DISCRIMINATION AND SELF-ESTEEM AMONG GRADE 12

GAY STUDENTS OF MMA

Gay students have significant problems with discrimination and self-esteem in

educational environments all around the world. In the setting of mary mediatrix of all

graces academy inc, this research focuses on examining the experiences of Gay

students in relation to prejudice and its effects on their self-esteem. Though mma senior

high School is a made-up institution, the problems raised here apply to gay students in

several academic settings.

People who identify as gay, among other different identities, unfortunately, a lot of

gay students experience prejudice, marginalization, and discrimination because of their

gender identity or sexual orientation. Verbal harassment, physical bullying, exclusion,

entrenched policies that fail to promote and protect gay students, and other types of

discrimination are all possible.

Students who identify as gay frequently encounter prejudice in school settings,

including verbal abuse, physical violence, and exclusion from social activities. According

to "The 2019 National School Climate Survey" by GLSEN (the Gay, Lesbian, and

Straight Education Network), 86.3% of LGBTQ+ (gay) students reported verbal

harassment based on their sexual orientation, while 66.5% experienced it based on

their gender presentation.

The purpose of this research is to illustrate the difficulties of gay students at

Malabuan High School encounter, to show how prejudice lowers their self-esteem, and

to offer suggestions for improving the climate of inclusion and support in the classroom.
By addressing these problems, we may endeavor to build a school environment that

respects all students’ rights and dignity, embraces diversity, and advocates equality for

everyone, irrespective of their sexual orientation or gender identity.

Statement of the Problem

The problem under investigation is the discrimination faced by gay students and

its impact on their self-esteem in Mma senior High School. This study aims to explore

the experiences of gay students in the school environment, focusing on the

discriminatory practices they encounter and how these experiences influence their self-

esteem.

1. Determine the socio-demographic profile of the respondents in terms of.

1.1 Age

1.2 Section

2. What types of discrimination experienced by gay students mostly affect their self-

esteem?

a. Verbal Harassment; or

b. Social Exclusion?
 SCOPE AND DELIMITATION

The study will focus on gay Grade 12 students enrolled in Mma senior High

School. The respondents will be selected based on their sexual orientation and gender

identity as gay who are enrolled this school year 2023-2024. This was personally

chosen by the researchers through their thorough observation based on the number of

enrollees.

OPERATIONAL DEFINITION OF TERMS

To facilitate a better understanding of the study, the following terms are

operationally defined.

Gay- these are men who get romantically attracted to their same-sex and feel

like a girl.

Discrimination- refers to unfair or unfavorable treatment of people or groups

based on their traits or features.

Self-esteem- describes a person’s total assessment and impression of their own

value, worth, and sense of belonging as a person.

Social Exclusion – an act of excluding, marginalizing, or isolating someone due

to their gender, sexual orientation, or expression.

Verbal Harassment – Gay people have emotional and psychological

repercussions that can result in feelings of guilt, self-doubt, anxiety, despair, and a

diminished sense of self-worth.

 SIGNIFICANCE OF THE STUDY

The result of this study will provide some insight and information on society about

discrimination and self-esteem among gay students. This study may also serve to

develop awareness among LGBTQ+ that they should not be prisoners of society’s scorn

and contempt but rather consider themselves as human beings in equality with

everyone else. Furthermore, the mainstream (Including those who do not belong to gay)

may also gain information from this study. The result of this research reveals the teak

feeling of gays which may be the channel for more sympathy rather than scorn towards

gays.

Gay students: the study contributes to creating a more inclusive and equitable society

for LGBTQ+ individuals, where they can thrive and live authentically.

Community: The study can contribute to promoting acceptance and tolerance within the

community.

Educator: The study raises awareness among teachers about the experiences of

discrimination and its impact on the self-esteem of gay students.

Parents and Families: The study can benefit parents and families of gay students

by providing information about the challenges their children may face and the

importance of supporting their self-esteem.

 THEORETICAL FRAMEWORK

The Minority Stress Theory was developed by Dr. Ilan H. Meyer (1995), an

American social and psychiatric epidemiologist who is known for his research on the

mental health of sexual and gender minority populations. The theory is highly relevant to

the study titled "Discrimination and Self-Esteem among Gay Students" as it explains

how the stressors related to minority statuses, such as discrimination and stigma, can

negatively impact the mental health and self-esteem of gay individuals.

Therefore, the Minority Stress Theory is directly connected to the study and

provides a useful framework for understanding the experiences of gay students and the

factors that contribute to their self-esteem.

CONCEPTUAL FRAMEWORK

The schematic presentation of the study shown in Figure No.1 consists of the

independent and dependent variables.

Independent Variable Dependent Variable

Discrimination

Self-Esteem
 Fig.1. Schematic diagram showing the relationship between discrimination and

the self-esteem of LGBTQ+ students.

REVIEW RELATED LITERATURE

This part of the study presents the related literature; both results of research

studies that were read in the process of preparation of the study.

DISCRIMINATION

The comprehensive report "School Experiences of LGBTQ Youth in the United

States" by GLSEN (2017) explores the experiences of LGBTQ+ children in American

schools, including discrimination, harassment, and the effect on their academic

performance.

According to Ian Rivers, et; al (2018), "Insights from the Understanding Society

Longitudinal Study in the UK" examines the connection between sexual orientation,

gender identity, and school bullying by using information gathered in the UK.

This study of the literature looks at the particular struggles and experiences of

LGBTQ+ kids of color, including discrimination and many kinds of oppression that

coexist in educational institutions (Williams Institute, 2019).

Sanchez, et; al (2018) study focuses on the importance of creating supportive

school environments by examining the effects of school victimization on guy teenagers'

health and adjustment outcomes in early adulthood.

 Meyer, I. (2017) the study investigates the effects of discrimination on the mental

health of lesbian, gay, and bisexual people, highlighting philosophical concerns and

offering scientific data. It focuses on prejudice, social stress, and mental health.

Self-esteem

Hatzenbuehler, et; al (2017) in order to grasp the self-esteem and mental health

outcomes for this demographic, it is critical to comprehend the frequency and correlates

of suicidal thoughts among transgender kids in California.

This study explores the influence on the self-esteem of mental health inequalities

among transgender kids in Canada and emphasizes the need for tailored treatments to

improve well-being (Peter, T., Saewyc, et; al, 2017).

Internalized homophobia did not significantly impair self-esteem, however, LIN &

Yi (2019) found a relationship between lower self-esteem and experiencing victimization

and prejudice. The study also showed that social support from friends and family

mediated the relationship between discrimination/victimization and self-esteem,

suggesting that social support may lessen the negative impacts of minority stressors on

self-esteem.
 METHODOLOGY

This chapter presents the research design, research locale, respondents of the

study, research instrument, data gathering procedure, and statistical tool used.

Research Design

This study utilized a descriptive research design. This design is liable as it

enables the researcher to produce data through standardized collection techniques

based on highly structured research instrument (s) and capably modified study concepts

and relative variables.

Research Locale

This study will be conducted in mabini ex , digos city, davao del sur.

Research Respondents

The respondents in this study will be the identified gay students at

mma senior high School SY 2023-2024

Research Instrument
 The researchers will use adapted survey questionnaires to be answered by the

respondents. Before data collection, to ensure the protection of the subjects' human

rights, and information consented to by the subjects; the researchers will keep the

respondent’s confidentiality.

The researchers will use a purposive sampling procedure to determine the

respondents of the study. Along with the questionnaires, the respondents will be asked

to answer different statements addressing the concern of Discrimination and Self-

Esteem among guy Students.

Data Gathering Procedure

Prior to the conduct of the study, the researchers seek ethical clearance from the

principal office. After being granted the certification, the researchers will be permitted to

conduct the study. Upon receiving the permission and approvals, the researchers will

ask permission from the respondents to carry out the study following the proper

protocol, and guidelines given by the principal office. The research was oriented to the

objectives and processes of the study. When everything was clear among them, the

researcher will administer the study questionnaire and will assist them if needed in

answering the research instrument.

Statistical Treatment

The data that was gathered was tallied, analyzed, and interpreted with the use of

descriptive statistics like frequency counts, weighted mean, and percentage counts.
 DISCRIMINATION AND SELF-ESTEEM AMONG GUY GRADE 11 STUDENTS

AT MMA SENIOR SCHOOL

Name of the Respondents(Optional):________________ Age:______

Section:_________

Instruction: Check the box appropriate to your experience.

4- Strongly Agree

3- Agree

2- Disagree

1-Strongly Disagree

Social exclusion 1. 2. 3. Agree 4.

Strongl Disagre Strongly
y e Agree
Disagre
e
1. People who are socially excluded are more likely
to experience negative mental health effects.

2. Social exclusion can lead to decreased self-

esteem and confidence.
3. Social exclusion can lead to feelings of loneliness
and isolation.
4. Social exclusion affects both individuals and
communities negatively.
5. The media plays a role in perpetuating social
exclusion through stereotypes and biases.
Verbal Harassment 4. 3. 2. Agree 1.
Strongly Disagre Strongly
Disagree e Agree
1. Verbal harassment is a prevalent issue in our
society.

2. Verbal harassment can have long-lasting

negative effects on the mental well-being of
individuals.
3. Verbal harassment is often a result of power
imbalances and control dynamics.
4. Verbal harassment can contribute to a hostile
and toxic environment.
5. Verbal harassment should be treated as
seriously as other forms of harassment, such as
physical or sexual harassment.