Chapter 4

Discussion

This chapter discusses the interpreted data from Chapter 3, explains the themes of the

research questionnaires, discusses the connections between this study and other

studies, addresses the implications for educational practice, and the concluding

remarks.

The objective of this phenomenological study was to document the experiences, coping

mechanisms and insights of student who are excluded from social gatherings due to

their gender.

Experiences of Students

Discrimination, Bullying and Social Exclusion

Discovering your true identity isn’t entirely your choice, especially to homophobic

people since they are prominently known to bully and discriminate members of the

LGBTQ. Although most LGBTQ students face discrimination, some have to face the

harsh brutality of social exclusion in which members of the LGBTQ are forcibly excluded

from any social groups or gatherings due to their chosen gender.

Gender minority youth experience bullying victimization at concerningly high

rates. The current study sought to unmask potentially unique bullying victimization

experiences and perceived prevalence of bullying for Transgender, fluid gender, and

gender questioning students. (Tyler et al., 2022).

 LGBTQ high school students are more likely to have been in a physical fight,

threatened or injured with a weapon, and bullied, than heterosexual students, as well as

more likely to have skipped school due to safety concerns (Kann et al., 2016).

However, according to (Simons et al., 2013) Parents of transgender youth may

also have a critical opportunity to offset the mental health impact of societal harassment

and discrimination that their children receive in school.

Sense of Belongingness, Acceptance and Inclusion

The sense of belongingness stems from certain factors in your life such as

FOMO (fear of missing out) or the realization that you don’t belong in any social groups.

That’s what most teenage queers mostly feel nowadays, but by finding belongingness

within themselves they too can give inclusions to any LGBTQ teens who feel left out in

our society.

Inclusion may thus depend on how all of a given individual’s identities are

experienced within recreation contexts, as opposed to simply their sexual or gender

identities (Ferdman, 2014). Therefore, furthering the usefulness of promising practices

for LGBTQ inclusion requires interrogating how successful these recommendations are

in supporting all of a given individuals’ identities, including their sexual identity.

On the other hand, heterosexual privilege may also support inclusion efforts.

More specifically, heterosexual privilege may be an effective stance from which to

advocate with the LGBTQ community because straight employees do not have to

contend with the attendant harassment of having a queer identity in the workplace

(McFadden, 2015).
Self-Discovery and Realization of LGBTQ Identity

In an article published online in ScienceDaily (2015), it was stated that students

who admitted and accepted their true identity had higher life satisfaction and self-

esteem than young adults who were not able to come out.

Feist and Feist (2008) also wrote about the human psychosocial stages that

during adolescence people are in an ongoing search for their identity as they also try to

establish their values, beliefs, and goals in life.

In the Homosexual Identity Development Model (Nadal, 2011) it was discussed

that homosexuals often achieve self-actualization in the final stage which is

commitment. This is the time where those who have already accepted themselves

include gender preference as a way of their life rather than a small part of it. The author

expressed that what homosexuals go through in these stages is different from the

developmental milestones of heterosexuals.

Coping Mechanism of Students

Support System

LGBTQ students often get support from their friends, parents, etc. But most of

the time they don’t get support from their fellow students and they even get backlash

from people despite not doing anything to anger them.

The amount of support also mattered: supportive curricula were related to feeling

safer and awareness of bullying at the individual and school levels. The implications of
school- versus student-level results for educational policy and practices are discussed.

(Snapp et al., 2015)

Social support for LGBTQ youth in schools. Social support consisted of seven

social support systems (family, curriculum, family, peers, school policies, GSAs and

programs, and school climate) that are positively associated with the promotion of

positive socioemotional, behavioral, and educational outcomes for LGBTQ youth.

Though the literature has been clear surrounding the risks associated with LGBTQ

youth, this scoping review provides a positive outlook on LGBTQ youth’s school

experiences and how these systems of social support allow for LGBTQ youth to act as

active participants to foster a positive school climate and sense of safety. Leung, E.,

Kassel-Gomez, G., Sullivan, S., Murahara, F., & Flanagan, T. (2022).

Principals should lead for social justice, particularly in support of marginalized

and vulnerable students like lesbian, gay, bisexual, transgender, and questioning

(LGBTQ) adolescents. (Boyland et al., 2018).

Resilience and Self-Prioritization Amid Negativity and Discrimination

Resilience and self-prioritization are vital aspects of the LGBTQ community's

journey, especially in the face of negativity and discrimination. Individuals within the

LGBTQ community often encounter societal stigma, prejudice, and exclusion, which can

be emotionally taxing. However, resilience enables them to bounce back from these

challenges, maintaining a strong sense of self despite external adversities. Self-

prioritization becomes essential in this context, as it encourages individuals to focus on

their own mental, emotional, and physical well-being. By setting boundaries, practicing
self-care, and fostering self-love, LGBTQ individuals can build inner strength to navigate

a world that may not always be accepting. This process of resilience and self-

prioritization helps them not only survive but thrive, cultivating confidence and pride in

their identities while confronting and overcoming the obstacles they face.

For example, the Los Angeles Unified School District, the nation’s second largest

school district, initiated a telephone and e-mail network to inform employees about

district policies regarding strategies for creating safe environments for sexual minority

youth after a recent spate of suicides linked to anti-gay harassment (Education News

Colorado, 2010).

Setting Personal Boundaries for Self-Protection and Well-Being

Setting personal boundaries for self-protection and well-being is an essential

practice within the LGBTQ community, just as it is for everyone. For LGBTQ individuals,

boundaries help safeguard mental, emotional, and physical health in environments that

may sometimes be hostile or unaccepting. Establishing clear boundaries allows people

to protect themselves from discrimination, harassment, and unsafe situations while

maintaining a sense of autonomy and self-respect.

Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ)

adolescents face well-documented health disparities in suicide risk, substance use, and

sexual health. These disparities are known to stem, in part, from stigma directed toward

LGBTQ youth in the form of minority stressors such as violence, discrimination, and

harassment. (Johns et al. 2018).

Insights of Students

Self-Empowerment through Resilience and Inner Strength

Self-empowerment through resilience and inner strength is a crucial aspect of the

LGBTQ experience. For many individuals within this community, navigating societal

challenges such as discrimination, marginalization, and lack of acceptance requires

developing a deep sense of resilience. Resilience allows LGBTQ individuals to face

adversity with courage, overcome obstacles, and thrive despite the challenges they

encounter.

When researchers construct limited theoretical frames of LGBTQ youth as either

at risk or resilient, the opportunity is missed to study how LGBTQ youth negotiate their

development within various social contexts (Horn, 2009).

Shared Identity and Mutual Empowerment

Shared identity and mutual empowerment are core principles within the LGBTQ

community, highlighting the strength that comes from solidarity and collective action.

Within this community, individuals often share common experiences of struggle,

resilience, and self-discovery, which fosters a sense of belonging and connection. This

shared identity creates a powerful bond, helping people recognize their worth and feel

supported by others who understand their unique challenges.

Despite the increasing prevalence of research on intersectional identities, little

has been published on the experiences of lesbian, gay, bisexual, transgender, and

queer (LGBTQ) students with disabilities (Harley, Nowak, Gassaway & Savage, 2002;
Henry, Fuerth, & Figliozzi, 2010), a group considered "the invisible of the invisible"

(Morgan, Mancl, Kaffar, & Ferreira, 2011).

Overcoming Societal Challenges and Pursuing Personal Goals

Overcoming societal challenges and pursuing personal goals is a significant

journey for many LGBTQ individuals, as they often face discrimination, stigma, and

barriers to acceptance. These societal challenges can affect various aspects of life, from

personal relationships to professional opportunities. However, despite these obstacles,

LGBTQ individuals continually demonstrate resilience, strength, and determination to

live authentically and pursue their personal aspirations.

Stewart (2006) argues that students use three ways to manage these feelings of

difference: they try to change them, continue to hide them, or accept them. However,

most research shows no difference in manifested behavior between adolescents who

are overcoming challenges and are trying to change their feelings and those who are

continuing to hide them.

Theory of social identity by Henri Tajfel & John Turner

This study is primarily anchored Social Identity Theory, proposed by Henri

Tajfel & John Turner in the (1970s) posits that individuals derive a portion of their self-

concept from their membership in social groups. The theory seeks to explain the

cognitive processes and social conditions underlying intergroup behaviors, especially

those related to prejudice, bias, and discrimination. Social Identity Theory helps explain

how gay students form their sense of self and belonging within social groups. As

members of the LGBTQ+ community, gay students derive part of their identity from this
group membership. This theory sheds light on how gay students navigate their

relationships with others, both within and outside their social group. Social Identity

Theory, developed by Tajfel and Turner, helps explain how individuals shape their self-

concept based on their membership in social groups. For gay students, this theory

provides insight into how they establish their identity, find belonging within the LGBTQ

community, and manage interactions with others—both inside and outside their group.

The theory is especially useful in understanding prejudice and discrimination, as it

explores the psychological and social dynamics behind intergroup relations.

The minority stress theory by Meyer

Minority stress theory has widespread research support in explaining health

disparities experienced by sexual and gender minorities. However, less is known about

how minority stress impacts multiply marginalized groups, such as lesbian, gay,

bisexual, and transgender people of color (LGBT POC). Also, although research has

documented resilience in the face of minority stress at the individual level, research is

needed that examines macro-level processes such as community resilience (Meyer,

2015).

Minority stress theory indeed provides a robust framework for understanding health

disparities among sexual and gender minorities. Research highlights how stressors like

discrimination, stigma, and prejudice contribute to mental and physical health

challenges. However, the intersectionality of minority stress—especially for multiply

marginalized groups like LGBT people of color—remains underexplored. Studies

suggest that these individuals face compounded stress due to racism within LGBTQ

communities and heterosexism within racial/ethnic minority communities.

 Implications for Educational Practice

Impacts of Fitting in or Standing out: LGBTQ Students Experience of Social

Integration: Students Experiences in Integrating in any social groups can impact their

ability to socialize in their lifetime but there are many factors that can negate their

anxiety, especially to LGBTQ students who have trouble expressing their identity This is

primarily anchored by the Social Identity Theory, proposed by Henri Tajfel & John Turner

in the (1970s) posits that individuals derive a portion of their self-concept from their

membership in social groups. The theory seeks to explain the cognitive processes and

social conditions underlying intergroup behaviors, especially those related to prejudice,

bias, and discrimination.

Students who are part of the LGBTQ are more likely to experience stress that

can impact their physical and mental health, this is primarily due to many factors such

as bullying, discrimination, exclusion to any social groups, etc. this is supported by the

Minority stress theory has widespread research support in explaining health disparities

experienced by sexual and gender minorities. However, less is known about how

minority stress impacts multiply marginalized groups, such as lesbian, gay, bisexual,

and transgender people of color (LGBT POC). Also, although research has documented

resilience in the face of minority stress at the individual level, research is needed that

examines macro-level processes such as community resilience (Meyer, 2015).

Studies have shown that norms of LGBTQ students differ from those who are not

part of the LGBTQ. This is primarily anchored by Queer Theory by Butler, (1990)
critiques societal norms and explores how heteronormativity perpetuates the

marginalization of LGBTQ+ individuals. This theory is particularly relevant for

understanding how institutionalized norms within educational settings can create

environments where gay students feel excluded or invalidated. Queer Theory

encourages a critical examination of the systemic barriers that limit social integration,

such as discriminatory policies, microaggressions, and a lack of representation of

LGBTQ+ voices. By challenging the dominant discourse and promoting queer

inclusivity, educators can help create a more inclusive and accepting environment for

gay students. Ultimately, Queer Theory offers a powerful framework for disrupting

heteronormative norms and fostering a culture of acceptance, empathy, and

understanding within educational settings.

CONCLUDING REMARKS

The study of LGBTQ students' experiences with social integration delves into the

intricate dynamics of Senior High School Students of Asuncion National High School,

revealing the delicate interplay between fitting in and standing out. It underscores the

tension LGBTQ students often face in environments that may simultaneously encourage

conformity and suppress individuality, as they navigate societal norms and expectations.

This exploration highlights the resilience of LGBTQ individuals who, despite challenges

such as discrimination, exclusion, or marginalization, strive to assert their authenticity

and find spaces where their identities are not only accepted but embraced. Their stories

offer valuable insights into the intersection of personal identity and broader social

structures, shedding light on the barriers they face and the strategies they employ to

overcome them.
 Furthermore, this research illuminates the vital role that educational institutions

play in shaping students' experiences of social integration. Schools, colleges, and

universities are microcosms of society, and their practices, policies, and cultures have

profound impacts on the inclusivity of their environments. The study calls for a paradigm

shift in these spaces—to evolve from merely tolerating diversity to actively celebrating it.

Creating such inclusive environments requires systemic efforts, including robust anti-

discrimination policies, inclusive curricula, representation in leadership, and support

systems tailored to the needs of LGBTQ students. These changes are essential to

fostering a sense of belonging and allowing all students, regardless of their sexual

orientation or gender identity, to feel valued and empowered.

To address the challenge of LGBTQ students' social integration, schools and

universities should foster inclusive environments by implementing clear anti-

discrimination policies, establishing LGBTQ+ support groups, and incorporating

LGBTQ+ education into the curriculum. Providing counseling services and mentorship

programs can help students navigate challenges related to identity and belonging, while

promoting extracurricular participation and leadership opportunities ensures visibility

and acceptance. Regular awareness campaigns, teacher training, and community

engagement will further cultivate empathy and inclusivity, while continuous feedback

mechanisms will ensure that the needs of LGBTQ students are consistently met,

creating spaces where they can stand out without fear of discrimination.

In conclusion, the exploration of LGBTQ students' experiences with social

integration is a poignant reminder of the ongoing need for progress in creating

environments that honor individuality while nurturing community. By addressing these

complex dynamics, we take significant steps toward empowering LGBTQ individuals to

live authentically and achieve their full potential. The findings of this study are not just a

call to action for educators and policymakers but a beacon of hope for students striving

to reconcile their identities with their social environments, paving the way for a future

built on respect, equity, and belonging for all.

REFERENCES

Adegboyega, L. O., Ayoola, V. A., & Muhammed, S. (2019). Influence of Peer

Pressure on Sexual Behavior of Undergraduates in Kwara State. Anatolian Journal of

Education, 4(1), 49-58.

Amodeo, A. L., Esposito, C., & Bacchini, D. (2020). Heterosexist

microaggressions, student academic experience and perception of campus climate:

Findings from an Italian higher education context. PLoS one, 15(4), e0231580.

Andreou, E., Plexousakis, S., Georgiadi, M., & Papadopoulos, O. (2022). Mental

health problems and bullying victimization among sexual minority adolescents in Greek

secondary schools. The Journal of Genetic Psychology, 183(5), 399-412.

Beattie, I. R., Van Dyke, N., & Hagaman, N. (2021). What do we know about

LGBQ+ college student academic experiences and outcomes?. Sociology

Compass, 15(3), e12862.

Bowen, G. A. (2009). Document analysis as a qualitative research

method. Qualitative research journal, 9(2), 27-40.

 Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis

and code development. Sage Publications, Inc.

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis

and code development. sage.

Butler, J. (2002). Gender trouble. routledge.

Cavanaugh, K. M., & Luke, M. M. (2021). Transgender college student identity

development: A narratology of intermediating experiences. The Journal of Humanistic

Counseling, 60(2), 137-156.

Chan, R. C., & Suen, Y. T. (2023). Effects of identity disclosure on school

victimization and long-term educational outcomes among lesbian, gay, bisexual,

transgender, and intersex students in China. Journal of school psychology, 98, 96-112.

Chica, C. M. (2019). Queer integrative marginalization: LGBTQ student

integration strategies at an elite university. Socius, 5, 2378023119839590.

Christie, C. (2021). What is hidden can still hurt: Concealable stigma,

psychological well-being, and social support among LGB college students. Sexuality

Research and Social Policy, 18, 693-701.

Day, J. K., Ioverno, S., & Russell, S. T. (2019). Safe and supportive schools for

LGBT youth: Addressing educational inequities through inclusive policies and

practices. Journal of school psychology, 74, 29-43.

 Denison, E., Jeanes, R., Faulkner, N., & O'Brien, K. S. (2021). " The relationship

between ‘coming out’as lesbian, gay, or bisexual and experiences of homophobic

behaviour in youth team sports": Correction.

DiCicco‐Bloom, B., & Crabtree, B. F. (2006). The qualitative research

interview. Medical education, 40(4), 314-321.

Fish, J. N., & Pasley, K. (2015). Sexual (minority) trajectories, mental health, and

alcohol use: A longitudinal study of youth as they transition to adulthood. Journal of

youth and adolescence, 44, 1508-1527.

Harris, R., Wilson-Daily, A. E., & Fuller, G. (2021). Exploring the secondary

school experience of LGBT+ youth: An examination of school culture and school climate

as understood by teachers and experienced by LGBT+ students. Intercultural

Education, 32(4), 368-385.

Henningham, M., & Jones, T. (2021). Intersex students, sex-based relational

learning & isolation. Sex education, 21(5), 600-613.

Huddy, L. (2001). From social to political identity: A critical examination of social

identity theory. Political Psychology, 22(1), 127-156.

Hughes, B. E., & MGWatson, S. (2023, June). In/authenticity in STEM social

networks: How “out” are LGBTQ students with their peers in STEM?. In Proceedings of

the 2023 ASEE National Conference and Exhibition. American Society for Engineering

Education.
 Karimi, A. (2021). Sexuality and integration: a case of gay Iranian refugees’

collective memories and integration practices in Canada. Ethnic and Racial

Studies, 44(15), 2857-2875.

Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative

research. Part 4: Trustworthiness and publishing. European Journal of General

Practice, 24(1), 120-124.

Legard, R., Keegan, J., & Ward, K. (2003). In-Depth Interviews. In J. Ritchie, & J.

Lewis (Eds.), Qualitative Research Practice (pp. 138-169). Great Britain: Sage

Publications

Lincoln, Y. S., & Guba, E. G. (2000). The only generalization is: There is no

generalization. Case study method, 27-44.

Lloyd, A., Granot, Y., Rovegno, E., Bazin, A., Bryant, A., & Richards, M. (2024).

How schools can bolster belonging among Black lesbian, gay, bisexual, and queer

youth. Translational Issues in Psychological Science, 10(1), 82.

Luciano, A. (2023). LGBTQ Students' Experiences in Schools: A Critical Review

of the Literature (Doctoral dissertation, Adelphi University).

Lukas, M., Forsyth, L., Bunting, K. L., & Forwell, S. (2023). “This is me”: The

transition of coming-out for gay men through an occupational perspective. Journal of

Occupational Science, 30(2), 291-303.

Mack, A. (2005). Human security report 2005: War and peace in the 21st

century. Die Friedens-Warte, 80(1/2), 177-191.

 Mack, N. (2005). Qualitative research methods: A data collector’s field guide.

Mack, N. (2005). Qualitative research methods: A data collector’s field guide.

Mack, N. (2005). Qualitative research methods: A data collector’s field guide.

MacLeod, C. M., Gopie, N., Hourihan, K. L., Neary, K. R., & Ozubko, J. D. (2010).

The production effect: delineation of a phenomenon. Journal of experimental

psychology: Learning, Memory, and Cognition, 36(3), 671.

McClellan, M. L. (2023). LGBTQ college students’ lived experiences and

perceptions of support on a conservative campus. Journal of Gay & Lesbian Social

Services, 35(1), 113-134.

Meyer, I. H. (2015). Resilience in the study of minority stress and health of sexual

and gender minorities. Psychology of Sexual Orientation and Gender Diversity, 2(3),

209–213. [Link]

Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative

research. Part 3: Sampling, data collection and analysis. European journal of general

practice, 24(1), 9-18.

Odenbring, Y. (2021). Trapped between:‘Coming out’and forced to stay closeted:

Bisexuality, secondary schooling and social justice. Journal of Bisexuality, 21(4), 446-

464.

Palmer, J. E., Williams, E., & Mennicke, A. (2022). Interpersonal violence

experiences and disclosure patterns for lesbian, gay, bisexual, queer+, and

heterosexual university students. Journal of family violence, 1-15.

 Pearson, J., & Wilkinson, L. (2018). School experiences and educational

opportunities for LGBTQ students. Handbook of the sociology of education in the 21st

century, 193-218.

Ramsey, J. D., Hanson, S. J., Hanson, C., Halchenko, Y. O., Poldrack, R. A., &

Glymour, C. (2010). Six problems for causal inference from fMRI. neuroimage, 49(2),

1545-1558.

Russell, S. T., Bishop, M. D., Saba, V. C., James, I., & Ioverno, S. (2021).

Promoting school safety for LGBTQ and all students. Policy insights from the behavioral

and brain sciences, 8(2), 160-166.

Sotardi, V. A., Surtees, N., Vincent, K., & Johnston, H. (2022). Belonging and

adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to

university. Journal of Diversity in Higher Education, 15(6), 755.

Sotardi, V. A., Surtees, N., Vincent, K., & Johnston, H. (2022). Belonging and

adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to

university. Journal of Diversity in Higher Education, 15(6), 755.

Strayhorn, T. L. (2018). College students' sense of belonging: A key to

educational success for all students. Routledge.

Tajfel, H., Turner, J. C., Austin, W. G., & Worchel, S. (1979). An integrative theory

of intergroup conflict. Organizational identity: A reader, 56-65.

 Tang, X., & Poudel, A. N. (2018). Exploring challenges and problems faced by

LGBT students in the Philippines: A qualitative study. Journal of Public Health Policy

and Planning, 2(3).

Thorne, C. (2013). The Sea Is Not a Place; or, Putting the World Back into World

Literature. boundary 2, 40(2), 53-79.

Thorne, S. (2000). Data analysis in qualitative research. Evidence-based

nursing, 3(3), 68-70.

Treat, A. R. (2021). Gifted LGBTQ social-emotional issues. In Teaching Gifted

Children (pp. 523-527). Routledge.

Wellman, J. D., Beam, A. J., Wilkins, C. L., Newell, E. E., & Mendez, C. A.

(2021). Masculinity threat increases bias and negative emotions toward feminine gay

men. Psychology of Men & Masculinities, 22(4), 787.

White, A. E., Moeller, J., Ivcevic, Z., Brackett, M. A., & Stern, R. (2018). LGBTQ

adolescents’ positive and negative emotions and experiences in US high schools. Sex

Roles, 79(9), 594-608.

Woodford, M. R., Kulick, A., Sinco, B. R., & Hong, J. S. (2014). Contemporary

heterosexism on campus and psychological distress among LGBQ students: the

mediating role of self-acceptance. American Journal of Orthopsychiatry, 84(5), 519.

 APPENDICES
A. Letter to Conduct the Study
 B.

Questionnaire

A. QUESTION FOR THE FOCUS GROUP DISCUSSION AND IN-DEPTH

INTERVIEW

[Link] QUESTIONS
 [Link] are the lived experiences of LGBTQ students?

1.1What are the challenges you have experienced as an LGBTQ individual?

1.2What experiences have you perceived that define your character as a

LGBTQ?

1.3How do LGBTQ students experience a sense of belonging (or not) in their

school community?

[Link] QUESTIONS

2. How these LGBTQ students cope with the challenges they have perceived?

2.1 What is your constant reminder to yourself every time you almost want to

give up as a LGBTQ?

2.2 How do you manage struggles brought by being an LGBTQ?

2.3 How do you adapt as a LGBTQ students balance the need for self-protection

with the desire for social connection and belonging?

C. EXIT QUESTIONS

[Link] insights can be obtained from these LGBTQ students that can promote

inclusive and supportive educational environment?

3.1 What are your realizations your have perceived as an LGBTQ students and

you can share to other LGBTQ students?

 3.2 If you were to suggest something to address the problems that occurred as

a LGBTQ individual, what specific strategies would you recommend to create a

supportive environment?

3.3 How did your experiences change your perspective in life?

[Link] sheets
 D. Transcript
TRANSCRIPT OF THE FOCUS GROUP DISCUSSION (FGD) AND IN-DEPTH
INTERVIEW (IDI)
Research Title: “FITTING IN OR STANDING OUT: LGBTQ STUDENTS
EXPERIENCES OF SOCIAL INTEGRATION”

[Link] are the lived experiences of LGBTQ students?

1.1What are the challenges you have experienced as an LGBTQ individual?
STUDENTS
 S#1 So, for me, the challenges that I face as an LGBTQ individual, as a part of
the LGBTQ community, is that I face or encounter some criticism,
discrimination, and racism about being part of the LGBTQ+ community.
 S#2 For me, it's not difficult or anything. Based on my experience, I didn't
encounter anyone who discriminated against me because I'm gay. So, I didn't
feel any discrimination from my friends and surroundings. Instead, they
cheered me on, just like they would with their other friends. They didn't treat
me differently, so I felt like I was part of the group. They treated me the same
way they treated their male friends, and that's been my experience as a
member of the LGBTQ+ community.
 S#3 Uhmm, kapag gender na ang ginapag usapan, maglibog ko kung unsa
akong iingon.
 S#4 I experienced bullying, and I was laughed at, because I'm gay.
 S#5 I, because... Because... Because... There are many bashers. They would
say, "You're a tomboy." You're a tomboy, that's it. They don't accept you. When
you're with friends, they would say, "You're a tomboy, you don't belong here,"
those kinds of things.
 S#6 The experiences of being bullied by others.
Discrimination, Bullying
and Social Exclusion

[Link] are the lived experiences of LGBTQ students?

1.2What experiences have you perceived that define your character as a
LGBTQ?
STUDENTS
 S#1 So, the experiences... the only experiences that have shaped my identity
as an LGBTQ person, is that, uhm... The experiences of being bullied by
others, because, by that, you can be, as you can be, empowered and, uhh,
strong or independent person in the future. Because you just encountered,
uhh, some critical things in your life. So, you just need to be independent and
strong in the future.
 S#2 So, the experience that shaped my identity and made me realize that I
belong to the LGBTQ+ community was when I was younger and confused
about my sexuality. I had a crush on a girl, but then I realized that I was also
 interested in traditionally feminine activities like playing with Chinese garter and
jackstones with the girls.
 S#3 Uhmm, like, I feel more than attraction when I see a girl, and then I don't
know if I'll have a crush, or something more than a crush.
 S#4 Simula bata palang ako, narealize ko na na bakla ako.
S#5 Ang akong experience sa pagrealize sa akong LGBTQ nga pagkatawo
nagsugod sa pagkabata tapos nagka crush ko sa babae.
 S#6 Tulad ng, ang narinig ko mula sa aking mga kaibigan ay parang gusto ko
ay mga babae, pagkatapos narealize ko na ako ay talagang bahagi ng
community ng LGBTQ.

Sense of Belongingness,
Acceptance and Inclusion

[Link] are the lived experiences of LGBTQ students?

1.3 How do LGBTQ students experience a sense of belonging (or not) in their
school community?
STUDENTS
 S#1 I'd really felt like I belong in our school community, because in Asuncion
National High School, uhmm... This school is gender inclusive, which is, it
welcomes, or welds, a welcome for those students who have a complex or a
different gender, which is a part of the LGBTQ+ community.
 S#2 Yes, I feel like I belong in my school. Why? Because every day, I don't feel
like I'm different from them, like I'm being judged or criticized. Even in the
canteen, they treat me fairly, like I'm one of them. They don't treat me
differently just because I'm gay.
 S#3 It depende lang talaga sa nakakasama, or kahit simo, depende ra jud sa
kauban.
 S#4 Parang hindi ako belong, pakiramdam ko naiwan ako, dahil bakla ako
 S#5 Sometimes, I feel left out.
 S#6 I don't feel anything, because it seems like they treat me well, but because
I'm a tomboy, they think that I'm not allowed here, that only straight people are
allowed. Sometimes, I feel left out.
Self-Discovery and
Realization of LGBTQ
Identity
2. How these LGBTQ students cope with the challenges they have perceived?
2.1 What is your constant reminder to yourself every time you almost want to
give up as a LGBTQ?
STUDENTS
 S#1 So, the only thing to motivate me to keep... to keep going when things get
tough, is that, uhmm, my parents, my friend, and school friends, because they
just motivate me, not just as a person, but as an individual. And also, they just
motivate me to boost my confidence, that I am unique, and I have a different
beauty, that I can be... uhhh... I can be a person who I'm willing to be, and I
 can be as myself, because they love me as I am, and they love me for being
who I am today, and tomorrow.
 S#2 So, what motivates me is that my parents, my family, they're the ones who
tell me that every time I feel like I'm alone or feeling down, I should just think
that there are still people who support me, my family.
 S#3 Uhm, I'm just being myself, just be yourself, that's all.
 S#4 Uhmmm, I’ve learned to just be myself, tapos ang pamilya ko rin ang nag-
uudyok sa akin.
 S#5 Siyempre, always nakong gipahinumdoman ang akong kaugalingon nga
ako ra, ug ang akong courage gikan usab sa akong pamilya ug sa akong
partner.
 S#6 It’s always a reminder to me to just focus on myself, ignore them, and then
my parents motivate me, and… uhmm, siyempre, yung crush ko din.
Support System

2. How these LGBTQ students cope with the challenges they have perceived?
2.2 How do you manage struggles brought by being an LGBTQ?
STUDENTS
 S#1 uhmmm... For me, I deal with a struggle for being part of LGBTQ, is that I
ignore something, or ignore someone, which just smack me, which is bullied
me, which is distract me, as deep as a soil. Sooo... Soooo... In order that I can
avoid thinking about it at mind, and I can avoid from crying, and avoid wiping
my tears, because of those who didn't deserve my uhhh... uh... uhmm... tears.
 S#2 So, the struggles that I face, I just ignore them because I know they're not
relevant to my life. I know what I need to do and what I want to achieve in my
life. Those people who are quick to criticize, what do they have to do with my
success or my future? Nothing. They're not going to be there to support me or
help me achieve my goals.
 S#3 Mag enjoy lang ko, tapos ignore kung unsay muabot nga problema sa
ako.
 S#4 Ganon pa rin, iniignore ko lang sila, kasi wala akong pake sa kanila.
 S#5 Still the same, but I have something...This is really me.
 S#6 My life is mine. Then, I’ll just leave them behind, and they don’t even care
about the outcome of my actions. Tapos, natural lang na unahin ko ang sarili
ko, at hindi pinansin, kasi wala naman silang stake sa buhay ko, since I have
my own efforts naman. Resilience and Self-
Prioritization Amid
Negativity and Discrimination
2. How these LGBTQ students cope with the challenges they have perceived?
2.3 How do you adapt as a LGBTQ students balance the need for self-protection
with the desire for social connection and belonging?
STUDENTS
 S#1 Uhmm... I deal with it, uhhh... just like I keep, or I... do... really need to
take some boundaries, or limitations, when we talk about connection, or social
connection, with anyone, or with everybody, because we'll, ummm... Taking
some boundaries can make you feel you're protected enough for yourself, and
you can construct every struggle that you face, and keeping boundaries with
others is just keeping your life as a private place, that you only... you only,
yourself, who knows.
 S#2 Uhmm, I want to share my story with them, but then I feel like they're just
ignoring me. So, I won't pursue them, because I feel like I'm not being
respected, and it's like I'm abusing myself.
 S#3 For me, I've lost my balance, because I'm just being true to myself, being
who I am.
 S#4 Kanang, ilimit ra nako ang pag socialize sa ilaha, tapos mag set kog
boundaries sa akong self.
 S#5 I have my own limitations in getting close... to them... those kinds of
things...
 S#6 I will set boundaries that will distance me from them, so I can avoid their
chaos, which can bring harm to my life.
Setting Personal Boundaries for
Self-Protection and Well-Being

[Link] insights can be obtained from these LGBTQ students that can promote
inclusive and supportive educational environment?
3.1 What are your realizations you have perceived as an LGBTQ students and
you can share to other LGBTQ students?
STUDENTS
 S#1 So, I have learned from my past experiences, that you need to be strong
enough to face some criticism, bullies, and etc. Because, if you are not strong
enough to face it, you are weak to deal with some struggle that you may face in
the future. And, I can share with other LGBTQ+ students, that we are, we have
a unique and different beauty that we can, uhmm, view to others, that we are,
that we are proud to be part of an individual. So, aside from being a weak
person, you need to be strong and tough to conquer every struggle, and to
cope with every challenge that you may have faced.
 S#2 So, I’d like to share with my fellow LGBTQ, just respect yourself, because
everyone has their own unique qualities. Just do what you want to do, as long
as wala kang nasasaktan na iba.
 S#3 Ang realization ko, okay lang, kasi nakita ko na ang sarili ko, at
naintindihan ko na kung sino talaga ako, at nai-share ko yun sa iba, para
maintindihan din nila ang sarili nila.
 S#4 Go with the flow at hindi sila nakikinig sa sinasabi ng iba.
 S#5 For me, just ignore them, because you own your life. They don't have any
 say in it anyway.
 S#6 I experienced being bullied before, when they saw my personality, that I'm
a tomboy. So, my advice to others is to just ignore them, because they can't
dictate our lives.
Self-Empowerment
through Resilience and
Inner Strength
[Link] insights can be obtained from these LGBTQ students that can promote
inclusive and supportive educational environment?
3.2 If you were to suggest something to address the problems that occurred as
a LGBTQ individual, what specific strategies would you recommend to create a
supportive environment?
STUDENTS
 S#1 Soo... I have some strategies that I think are right now, ahhh... First is
gender-inclusive, because without it, you're not welcome to be a part of...
ahhh... a supportive environment, so that can be the safest environment,
ahmmm... When you, when you ahhh... when you talk about safe... they feel
safe, or they are feeling safe to enter some environment that they are not, that
they feel safe, or they have been in a... different world, so.. Second thing is, a
safe environment, that's all.
 S#2 Um, for me, my suggestion is that they should build a restroom specifically
for LGBTQ+. Because in this generation, if you're part of the LGBT community
and you enter a restroom designated for males or females, you'll be judged.
 S#3 This kind of treatment, like, no matter what, we're treated equally,
regardless of our gender, we're treated as normal people.
 S#4 They should treat everyone equally.
 S#5 They should accept LGBTQ individuals and treat them with respect.
 S#6 We have our own strategy and advocacy, which is to have equal treatment
from them. Like, if we treat them with respect, they should do the same to us.
Shared Identity and
Mutual Empowerment
[Link] insights can be obtained from these LGBTQ students that can promote
inclusive and supportive educational environment?
3.3 How did your experiences change your perspective in life?
STUDENTS
 S#1 Soo, nowww... my experiences have changed my outlook on life, ahmm...
They change that, they change me as a strong, independent person in the
future, in order to cope, ahhh... to overcome some challenges that I may face,
ammmm... sooner or in the future. Soo, the experiences that I have faced in
the past of my life, are that they just cope with me, or they just shape me,
ahh... as a strong, independent person, in order to build a strong and have a
barrier in my heart, like a metal and also a solid rock, that can... that can... that
can... that can... no one can ruin it, and can destroy it, in the future.
 S#2 So, we all know that our experiences and perspectives change our outlook
 on life. Because I've learned from my experiences and lessons, I'm pursuing
my dreams, so I won't be bullied in the future. Not everyone in the LGBT
community is successful in life.
 S#3 Uh, may reason, kasi, sa panahon ngayon, iba na ang henerasyon at may
mga taong hindi sumasang-ayon sa aming pananaw.
 S#4 They should treat everyone equally.
 S#5 From my experiences, nothing has changed, it's still the same.
 S#6 It's just common sense... like, for example, my experience of being bullied
before, just ignore them.
Overcoming Societal
Challenges and Pursuing
Personal Goals