1

CHAPTER 1

INTRODUCTION

Background of the Study

Senior high school is often the time when individuals start to understand

their sexuality or gender identity. However, for LGBTQIA+ individuals, this can be

a particularly challenging time as they face discrimination, bullying, and

harassment from peers and even staff. Students have shown that LGBTQIA+

seniors in high school are more likely to experience mental health issues such as

depression and anxiety, leading to lower academic performance and increased

absenteeism from school. Moreover, some students may not have supportive

families, leaving them vulnerable to homelessness, financial insecurity, and

discrimination in academic and job opportunities. In spite of all these challenges,

many LGBTQIA+ seniors have found a supportive community within their peers,

as well as teachers and other professionals who are committed to creating safe

and inclusive school environments.

Schools should be a secure environment for all students. However, in the

Philippines, kids who identify as lesbian, gay, bisexual, or transgender (LGBT)

frequently endure. Bullying, discrimination, a lack of access to LGBT-related

information, and, in some cases, physical or sexual assault during their school

years. These acts can cause significant and long-lasting harm to students and

jeopardize their right to an education, which is protected by Philippine and

international law.
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The living experience of LGBTQIA+ seniors in high school is often marked

by various challenges and discrimination that can negatively impact their mental

health, academic performance, and overall well-being. Discrimination and

bullying from peers and staff members can lead to increased rates of depression,

anxiety, and even suicidal ideation among LGBTQIA+ seniors. A problem

surrounding of LGBTQIA+ refers to the marginalization, and mistreatment based

on an individual's sexual orientation, gender identity, and/or gender expression. It

encompasses the challenges faced by lesbian, gay, bisexual, transgender,

queer, intersex, asexual, and other diverse sexual and gender identities. The

problem revolves around societal prejudice, legal inequalities, unequal access to

healthcare, violence, bullying, harassment, and denial of basic human rights for

LGBTQIA+ individuals. Additionally, the lack of inclusion, understanding, and

representation in various domains of life leads to disparities in education,

employment, mental health, and overall well-being.

One of the primary conflicts faced by LGBTQIA+ seniors in high school is

the lack of acceptance and understanding from their peers. Many LGBTQIA+

seniors experience bullying, harassment, and exclusion based on their sexual

orientation or gender identity. This can create a hostile and unwelcoming school

environment, making it difficult for them to feel safe and supported.

This lack of support can manifest in the form of biased disciplinary actions,

ignoring instances of bullying, or even actively participating in harassment

themselves. Additionally, many LGBTQIA+ seniors face challenges regarding

family acceptance. Some may come from families who are not understanding or
 3

supportive of their sexual orientation or gender identity. This lack of acceptance

can lead to feelings of isolation and rejection, making it hard for LGBTQIA+

seniors to thrive academically and emotionally.

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

experience significant health inequities with well-documented negative health

impacts due to their status as a sexual and gender minority population.

Insensitive or discriminatory attitudes toward LGBTQ people within the health

care system have negatively impacted access to health services and the overall

physical and mental health and well-being of this at risk population and often

create greater visibility for LGBTQ persons, contain fewer supports and

alternatives in the face of discrimination, and are often are less accepting of

LGBTQ populations due to increased stigma and social isolation.

Lesbian, gay, bisexual, and transgender (LGBT) individuals desire equal

rights, not special treatment. A person who is LGBT may be expelled from

school, sacked from a job, or denied housing founded on their sexual orientation

or gender expression. Additionally, same-sex couples are legally prohibited from

marrying here in our country. Activists are frequently people from diverse

religious and cultural backgrounds who can develop into a powerful political

force. The journey to finally achieving equality and acceptance is still in a long

run, and individuals like you are paving the path for equal rights and visibility.

In queer studies classes, LGBTQ+ students are more likely to experience

a learning environment that allows them to grow without being used as a care

study for their peers. The experiences of LGBT high school students helps shed
 4

light on the unique challenges they face compared to their heterosexual and

cisgender peers. It provides an opportunity to identify and address systemic

issues such as bullying, discrimination, and lack of support that may contribute to

poor mental health and academic outcomes.

The study can contribute to raising awareness about the needs and rights

of LGBT youth. It can help challenge stereotypes, myths, and misconceptions

surrounding sexual orientation and gender identity within the school community.

By promoting inclusivity and equity, the study can foster a school culture that

embraces diversity and ensures the full participation and success of all students.

The significance of studying LGBT high school students lies in the potential to

bring about positive change in educational institutions, policies, and practices,

ultimately leading to the creation of inclusive and safe environments where all

students can thrive.

Overall, the living experience of LGBTQIA+ seniors in high school can

vary depending on individual factors such as family support, school environment,

and location, but most importantly, it highlights the need for increased support for

this vulnerable population. The problem lies in the need for greater acceptance,

understanding, and support for LGBTQIA+ seniors in high school. Addressing

issues such as bullying, gender discrimination, and lack of resources can help

create a more inclusive and safe environment for LGBTQIA+ seniors to navigate

their high school years.

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Research Aims

1. To explore the lived experiences of LGBTQIA+ senior high school

students.

2. To identify the challenges and barriers faced by LGBTQIA+ senior high

school students.

3. To generate recommendations for schools and education policymakers

to support and promote the inclusivity of LGBTQIA+ senior high school

students

Theoretical Framework

The theoretical framework for understanding the lived experience of senior

high LGBTQIA+ students regarding their academic performance can be

approached through the lens of social identity theory, minority stress theory,

intersectionality theory, and resilience theory. These frameworks provide insights

into how the students' LGBTQIA+ identity, experiences of discrimination and

stigma, intersectionality of multiple identities, and resilience strategies impact

their academic performance. By considering these factors, we can gain a deeper

understanding of the challenges and experiences faced by LGBTQIA+ students

and develop inclusive and supportive educational environments.

Conceptual Framework

This study aims to explore the various factors that influence the

experiences of Senior High LGBTQIA+ students in Moncada National High

School.
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Figure 1. the paradigm of the study presents the input, involves gathering

data through quantitative research methods, including surveys, and observations,

to understand the daily experiences, challenges, and success of senior high

LGBTQIA+ students. Next, the Creation of survey questionnaire, Conducting and

Administering survey questionnaires, Analyzing and Interpreting of data. Lastly,

the key factors influencing the lived experience of Senior High LGBTQIA+

students, providing insights and recommendations for creating inclusive and

affirming school environments.

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INPUT PROCESS OUTPUT

It involves gathering 1. Creation of It enlightened the
data through survey key factors
quantitative questionnaire influencing the lived
research methods 2. Conducting experience of
such as surveys and and Senior High
observations. This Administering LGBTQIA+
data collection Survey students. This will
focused on 3. Analyzing provide insights into
understanding the and the challenges
daily experiences, Interpreting faced by these
challenges, and data students, the
success of Senior support system
High LGBTQIA+ needed for their
students. well-being, and the
strategies for
creating inclusive
and affirming school
environments.

Figure 1: The Paradigm Of The Study

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Statement of the Problem

The lived experience of LGBTQIA+ Senior High in Moncada National High

School regarding their academic performance

LGBTQIA+ is an acronym for Lesbian, Gay, Bisexual, Transgender/Transsexual,

Queer/Questioning, Intersex, Asexual. This research study will identify the daily

experience of LGBTQIA+ in terms of academic and socialization which can affect

the mental and emotional state of LGBTQIA+ Senior High Students in Moncada

National High School S.Y. 2023-2024. An evaluation of the study will be narrated

for the enlightenment of LGBTQIA+ students who are parts of the population of

this study. Specifically, this study seeks to answer the following questions.

1. What is the profile of Senior High Students in terms of;

1.1 Age

1.2 Gender

1.3 Strand

1.4 Year and Section

2. What are the impact of LGBTQIA+ to their Community in terms of;

2.1 Academic

2.2 Socialization

3. What challenges do members of the LGBTQIA+ Community encountered?

4. What are their coping mechanism to improve academic performance?

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Research Hypothesis

Assessing the lived experience of Senior High LGBTQIA+ Students in

Moncada National High School.

Null hypothesis - there is no significant impact of the lived experience of

Senior High LGBTQIA+ Students on the academic performance of Senior High

LGBTQIA+ Students.

Alternative hypothesis - the lived experience of Senior High LGBTQIA+

Students have a positive and significant impact on the academic performance of

Senior High LGBTQIA+ Students.

This research hypothesis aims to investigate the impact of the lived

experience of Senior High LGBTQIA+ Students on their academic performance.

The null hypothesis proposes no significant impact or relationship, while the

alternative hypothesis suggest positive impact and correlations.

Scope and Delimitations

This study focused in the lived experience of senior high LGBTQIA+

students which emphasizes their academic and social performance. The data

collection will be conducted to 30 LGBTQIA+ Students in Senior High of

Moncada National High School S.Y. 2023-2024 who will represent the

population. The research will be conducted by using questionnaire. The research

aims to determine the different perspectives of LGBTQIA+ students.

This study is limited only to LGBTQIA+ Senior High in Moncada National

High School. It will be conducted inside the school premises. It will not cover

other problems that are not consider as one of the stressors and depressants.
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Each of the respondents is given the same questionnaires to answer. This study

considers every appearance of LGBTQIA+ student's personal information that

has an impact on their daily life such as, age, gender, home location, student's

background, academic performance, and personal experience. The result of this

study will be relevant only to the respondents of this study and will not be used

as a measure to determine the challenges and coping mechanism of the

students who do not belong to the population of this study.

Significance of the Study

To LGBTQIA+ Community: This study is incredibly significant to the

larger LGBTQIA+ community. These experiences provide insights into the unique

challenges and obstacles faced by LGBTQIA+ youth, as well as the ways in

which they navigate and overcome these challenges. By sharing their stories,

senior high LGBTQIA+ students can help to raise awareness and promote

understanding of the issues affecting LGBTQIA+ youth. It can also help to inform

and shape the policies and programs designed to support LGBTQIA+ individuals.

By highlighting the needs and concerns of LGBTQIA+ youth, their experiences

can help to ensure that the resources and support available are tailored to the

specific needs of this population.

To Students: Students will learn about the challenges that LGBTQIA+

students face, they can gain a better understanding of the importance of creating

a safe and supportive space for all students. By embracing diversity and

promoting understanding, schools can create a more positive and supportive

learning environment for everyone.

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To Teachers: It can help teachers to recognize the unique challenges that

LGBTQIA+ students face in the classroom, such as discrimination, bullying, and

harassment. By understanding these challenges, teachers can work to create a

safe and supportive learning environment for all students, regardless of their

sexual orientation or gender identity.

To Parents: It can have a significant impact on parents. As children grow

older and become more aware of their sexual orientation or gender identity, they

may face challenges such as bullying, discrimination, and rejection from their

peers, which can be difficult for parents to witness. It is important for parents to

understand and support their children, and to provide a safe and accepting

environment for them to explore their identities. Parents may need to educate

themselves on LGBTQIA+ issues, seek out support groups or resources, and

engage in open and honest communication with their children.

Definition of Terms

Academic Performance – it refers to the level of achievement that a student has

attained in their academic studies.

Behavior – it pertains to the way in which someone conducts oneself or

behaves.

Community – it refers to the sense of belonging or connectedness that

individuals feel to a group or society as a whole.

Discrimination – it pertains to the unjust treatment of individuals or groups

based on certain characteristics such as race, gender, age, religion, sexual

orientation, disability, or nationality.

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LGBTQIA+ – an acronym that stands for lesbian, gay, bisexual, transgender, and

queer/questioning.

Socialization – it refers to the social interaction with others.

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CHAPTER 2

REVIEW OF LITERATURE AND STUDIES

Related Literature

According to Leticia Perez, research on lesbian, gay, bisexual,

transgender, transsexual, two-spirit, queer, questioning, intersex, asexual, and

pansexual (LGBTQIA+) populations in education has mostly centered on the

experiences of LGBTQIA+ students (Ferfolja & Hopkins, 2015). This narrative

research study extends the focus of LGBTQIA+ school populations to include

self-identified LGBTQIA+ educators working within New York City (NYC) public

schools to understand how the lived experiences of NYC public school

LGBTQIA+ educators impact their personal and professional self-perceptions,

interactions with members of school communities, and their day-to-day practice.

As a study grounded in critical, queer, and theories of belonging, this research

sought to also identify how inclusive NYC public school settings may be towards

sexually diverse populations, which can have implications for the development of

educational practices, curricula, and policies. Findings from this study reveal that,

while participants perceive NYC public settings to be generally inclusive towards

sexually diverse populations, LGBTQIA+ educators are able to identify both

inclusive and heteronormative school practices and continue to make decisions

regarding the disclosure of their identities within school settings.

(Pepperdine University, 2023) according to Alexis C Schneider, In the

United States, nearly 100,000 LGBTQIA+(Lesbian, Gay, Bisexual, Transgender,

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Queer, Intersex, Asexual) students attend non-affirming religious secondary

schools yearly (Green et al., 2019; Institute of Education Sciences [IES] &

National Center for Education Statistics [NCES], 2019a, 2019b). Because

organized religion can have both beneficial and harmful outcomes on LGBTQIA+

youth (Wolff, 2016) and a secondary school environment has a significant impact

on a student’s sense of academic success and well-being (Forber-Pratt et al.,

2021), it is essential to understand and implement best practices that support

LGBTQIA+ students in non-affirming religious secondary schools. Using

phenomenological methods within a qualitative approach, this study focused on

the lived experiences of LGBTQIA+ students who attended non-affirming

religious secondary schools to evaluate success factors and best practices that

lead to supporting positive student outcomes. To honor the complexity of

experience and empower participants, this study integrated the frameworks of

appreciative inquiry (Cooperrider & Srivastva, 2018), critical theory (Freire,

2020), Spencer’s (2018) phenomenological variant of ecological systems theory,

and Yuan’s (2016) theology of compassion for the marginalized. This study used

purposive and snowball sampling to recruit 12 participants. Semi-structured

interviews produced data relevant to the phenomenon being studied. The study

found that in order to ensure positive outcomes for LGBTQIA+ students at non-

affirming secondary schools, school leaders must shift their school culture,

institutionalize supports, and communicate the unconditional love of God, among

other recommendations. Without implementing best practices, non-affirming

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schools risk distorting the gospel message and exacerbating the mental health

challenges common in this vulnerable, at-risk population.

Cited by Brian James Edwards (New England College, 2019), Lesbian,

gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) centers

began to be established at institutions of higher education following the Stonewall

Uprising of 1969. Despite being viewed as important and valuable spaces on

college and university campuses, few studies sought to inform on the

experiences of LGBTQIA+ center practitioners hired to oversee these spaces

and charged with supporting and advocating for their fellow marginalized

populations. Like much of LGBTQIA+ history, this area of inquiry is severely

under researched and underrepresented. This qualitative study used a

phenomenological approach to explore and document the lived experiences of

LGBTQIA+ center practitioners, establish a foundation in the literature upon

which further studies can be built, and provide much needed visibility for

LGBTQIA+ center practitioners in higher education. Twenty-two diverse co-

researchers from across the nation candidly and bravely described their lived

experiences, perceptions, and beliefs which, in turn, resulted in rich and

meaningful new understandings of the profession. Data were analyzed using

Moustakas’ modification of the Stevick-Colaizzi-Keen method and presented

using six thematic elements: The Call, The Role, The Work, The Cost, The

Learning, and The Future. Seven essences of experience were revealed:

Empathy-Altruism, Relational, Purpose, Passion, Voice, Responsibility, and

Courage. Two major perceptions permeated this study:(a) the belief that
 16

LGBTQIA+ center practitioners and their experiences are unique and (b) the

belief that LGBTQIA+ center practitioners and their experiences are

misunderstood. The findings from this study benefit past, present, and future

LGBTQIA+ center practitioners, as well as leaders in positions within higher

education who establish new roles and/or supervise LGBTQIA+ center

practitioners. Moreover, the experiences of the co-researchers in this study

challenge us all to reflect upon our inclusive practices and consider how we can,

individually and institutionally, truly liberate LGBTQIA+ people in higher

education and the world.

University Graduate School of Education, 2022. This study investigated

the lived experiences of students who are identified as lesbian, gay, bisexual,

transgender, queer, intersexual or asexual (LGBTQIA+) at one South African

higher education institution in terms of their perceived challenges to access and

inclusion. The existing literature provides different perspectives, ranging from

gender identity to social justice theories, all of which point to socially unjust

discrimination and marginalization of LGBTQIA+ students based on their sexual

orientation status. This qualitative phenomenological study drew on the lived

experiences and perceived challenges or barriers of 10 participants who

identified as members of the LGBTQIA+ community in South Africa. The

research was conducted using semi-structured, face-to-face interviews. Audio

recordings were used for authenticity of data generated and transcription

purposes. The data was coded and analyzed thematically. Findings were that the

LGBTQIA+ students experienced a variety of unjustifiable challenges including

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non-inclusive university policies on admission and student housing; bullying and

rejection by their peers; a lack of awareness and education about the community

by university faculty or general workers; and overall lack of integration and

socialization to help make their university experiences more successful. These

challenges were largely negative and unjust because, while LGBTQIA+ people

are equally protected by the same human rights as enshrined in the South

African Constitution, they are constantly stigmatized and discriminated against

when it comes to fully accessing and participating in higher education (Teele

Bernard Matsoso, Nazarbayev).

By Kathleen Ann Newman DiMichele (Cabrini University, 2020), Lesbian,

gay, bisexual, transgender, queer/questioning, intersex, and asexual

(LGBTQIA+)-identifying students are at increased risk for depression, suicide

ideation, suicide, truancy, and academic failure. Youth, identifying as non-binary

in gender identity and/or sexual orientation face unique challenges and need for

supports, which are grossly underestimated by staff in middle schools,

manifesting in policy inadequacies, and unethical allocation of limited resources.

The publication and sharing of the recommendations made in this study may

impact the lives of the participants, middle school institutions, and this researcher

through the raising of consciousness. This study provides a voice to this at-risk

population from a critical framework, resting on the presupposition that informed

educational leaders can be a vehicle with the goal of improved acceptance of

diversity of values. A transformative approach, starting with the assumptions that

this group is marginalized, under or not supported by the current laws, and are in
 18

need of advocacy was employed. Emailed surveys and interviews were used to

answer the primary research question: What supports and barriers to academic,

social, and physical health exist on middle school campuses for LGBTQIA+ youth

and their allies? University students anonymously provided the participants for

this phenomenological study, completing Likert scale questions in addition to

open-ended questions on Survey Monkey. LGBTQIA+ students participated in

recorded interviews, with responses and transcripts analyzed for emergent

themes. Findings indicate that exposure to discrimination, homophobic slurs,

physical and verbal harassment were varied in frequency and intensity, and

LGBTQIA+ students had little confidence in competence of staff to competently

handled these incidents. The average age of questioning fell within the middle

school years, and close friends were chosen for outing adults in the building or

parents. The impact of non-traditional identification in middle school was not

perceived to be uniform in the areas of academic health, absences, and physical

health, yet social health was negative for all. Finally, access to social supports,

queer literature, gender-neutral restrooms, non-hetero normative sex education

and certified guidance counselors was low. Educational implications of the

findings and recommendations for action are made.

(California Lutheran University, 2020) according to Heidi C Kuehn,

transgender individuals are those who perceive a disconnect between their sex

assigned at birth and their gender identity. National surveys indicate that

transgender students consider their school environments to be hostile. Because

they experience victimization from both peers and adults, transgender students
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avoid many school activities and spaces. Unsurprisingly, they report lower rates

of school connectedness and mental well-being than their cisgender (non-

transgender) peers, and are less likely to seek higher education. In failing to

differentiate between the unique individuals and groups described by the

LGBTQIA+ acronym, academic scholarship has not devoted ample resources to

studying the transgender student demographic. This qualitative, narrative study

explored the perspectives and experiences of five transgender students who

graduated from public high schools in Southern California. In chronicling their

school history, participants described what they viewed as roadblocks or

negative experiences along their journey: non-inclusive policies, lack of support

from teachers, social stigma, and lack of family support. Interviewees also

recounted their positive experiences including supportive teachers, inclusive

policies, and supportive co-curricular activities and spaces. The implications of

this study are manifold. More studies are needed to expand the body of

knowledge. Based on the findings of this research, transgender students would

benefit from, a strong connection to community, inclusive school policies which

mandate appropriate facilities, and LGBTQIA+ professional development to guide

teachers in how to provide effective support.

Cited by Edgar Diaz (University of Miami, 2022), this dissertation

examines LGBTQIA+ identity in education. In the United States, specifically after

World War II, LGBTQIA+ teachers have been targeted and described as a moral

threat to society and a danger to children. The attack on LGBTQIA+ identity in

education has continued until this day as Florida, Oklahoma, Tennessee, and
 20

other states seek to regulate discussions, histories, and curricula of LGBTQIA+

people; thus, the anti-LGBTQIA+ rhetoric and legislation have affected the

experiences of LGBTQIA+ teachers. This three-article dissertation investigates

the perceptions and experiences of current and former K-12 teachers who

identify within the LGBTQIA+ community from California and Florida. The first

article examines the language of two pivotal and historic legislative texts,

Homosexuality and Citizenship in Florida (i.e., The Purple Pamphlet) and,

California Proposition 6 (i.e., Briggs Initiative), to examine how specific word

choices portray and represent LGBTQIA+ people, teachers, and identity and

contribute to anti-LGBTQIA+ language and stigmatization.

According to Damon R Carbajal, Mental health and school climate are two

critical components of youth experience and are cardinal components of creating

and ensuring equitable education and spaces for youth. LGBTQIA+ Mexican/x

youth are highly affected by these two entities as part of their lived realities, being

multiply marginalized persons in the US educational system. Thus, to best

understand how these entities play into the LGBTQIA+ Mexican/x youth

experience, this study utilizes a social sciences testimonio comprised of one-on-

one semi-structured interviews, demographic surveys, and a focus group.

Through this three-prong approach, I analyze the lived realities of LGBTQIA+

Mexican/x youth, the traumas of discrimination, and the personal and collective

resiliencies in and out of schooling spaces that lead to the emergence of Queer

Intersectional Capital (QIC). I define QIC as assets an individual acquires

through their lived experiences that aid in their navigation of society. QIC
 21

produces liberating spaces that allow LGBTQIA+ Mexican/x youth to embrace

their whole selves and thrive in hostile spaces that often lead to negative

consequences, such as marginalization and suicide. Youth create liberating

spaces through the utilization of queered capital and strengthen the resilience of

LGBTQIA+ Mexican/x youth, which can lead to a more joyful and fulfilling life.

Perspectives on Transforming Higher Education and the LGBTQIA

Student Experience, 30-51, 2024). This chapter aims to explore the impacts of

the Chinese cultural and social environment on the growth experience of Chinese

international students who identify as LGBTQIA+. Using interview data from five

Chinese international students aged 20 to 23 who identify as LGBTQIA+, this

chapter investigates how the cultural and social context in China shapes the

experience of individuals who identify as LGBTQIA+ during their formative years

of adolescence and how these experiences impact their development and well-

being. Additionally, this chapter discusses their perspectives on interpersonal

relationships while studying in the United States and recommends ways to

support Chinese international students who identify as LGBTQI+ (Min Zhuang,

Mary Rina M Chittooran).

(Texas A&M University-Commerce, 2023) according to Erik D Goen, the

purpose of this study was to gauge the effects of offering LGBTQIA+ novels to

students in an English Language Arts and Reading high school setting. Most

novel options for students come from old books available in the school’s book

closet consisting of antiquated stories offering little in the way of diversity.

Students are more likely to be engaged in their reading if they can see
 22

themselves in what they are reading. By reading about someone different from

them, students can feel a sense of empathy toward others. This case study

incorporated a poetic analysis of 13 postgraduate high school students from

various North Texas high schools. Students were to choose one of the

LGBTQIA+ novels from a list, read the selected novel, and answer questions

about their reading experience. Offering diverse books was a way to test these

assertions and see if students felt empathy toward others after reading about

their experiences. Another study goal was to check if students were more likely

to be engaged in reading and receive a sense of intrinsic motivation after reading

these books.

Related Studies

According to Fernando Nestor Facio Junior, Introduction: Sexuality is a

central aspect of being human, though its diversity is not completely accepted in

society nor at medical schools. As a consequence, minority medical students

face discrimination, poorer mental health, loneliness and worse academic

performance. Objective: To investigate the sexual diversity of medical students

and its possible influence on academic performance and mental health. Method:

A descriptive cross-sectional study was conducted involving 187 undergraduate

students of medicine. They answered a self-administrated multiple choice

questionnaire about their demographic characteristics, assigned sex at birth,

sexual orientation, gender identity, whether sexual orientation and/or gender

identity interferes with academic performance and whether they conceal their

sexual orientation and/or gender identity. Participants also responded the

 23

Depression, Anxiety and Stress Scale (DASS-21) and questions about

discrimination an loneliness. Results: Of the 187 undergraduate students of

medicine that answered the questionnaire, 37, 4% were LGBTQIA+(lesbian, gay,

bisexual), 62.5% were heterosexual and 100% were cisgender. Reported not

openly assuming their sexuality 31.42% of the minority students. LGBTQIA+

accounted for 95, 72.90 and 81.82% of the students with extremely severe

depression, anxiety and stress, respectively. Bisexual accounted for 63.63, 67.74

and 55.55% of LGBTQIA+ students with extremely severe depression, anxiety

and stress, respectively. The majority of LGBTQIA+ students frequently felt alone

(70%), isolated (72.85%) or excluded (68.58%). Most students (92.5%) reported

their sexual orientation and/or gender identity did not affect their studies.

Conclusion: LGBTQIA+ medical students present worse mental health

(depression, anxiety and stress) and feel more excluded. Among them, bisexuals

present greater vulnerability. Most medical students report their sexual

orientation does not interfere with academic performance.

(Building Healthy Academic Communities Journal 7 (1), 7-9, 2023), This

issue of Building Healthy Academic Communities has a special focus on sexual

and gender minority (SGM) health to promote our understanding of the needs

within our LGBTQIA+ faculty, staff, and students. Certainly, within academic

settings, from community colleges to R1 universities, all benefit from diverse

perspectives that drive innovation. Diverse perspectives are a culmination of life

experience, communities of origin, and both formal and informal networks that

faculty, staff, and students bring to our environment. Stemming back to the Civil
 24

Rights movement, academic settings sought to recognize and respond to

structural barriers preventing campuses from reflecting diverse perspectives.

Title VII protects individuals against employment discrimination based on race

and color, national origin, sex, and religion and applies to employers with 15 or

more employees. Indeed, Title VII compliance is now an embedded structure

within academic environments. In June 2020, sexual orientation and gender

identity or expression were included in the US Supreme Court’s ruling on the

“definition of sex” when addressing discrimination and diversity, equity, and

inclusion policies and approaches (Bostock v. Clayton County, 2020). However,

a diverse, successful environment requires more than putting policies in place,

rather it requires a culture and climate that is welcoming to all from a broad swath

of backgrounds and perspectives. Within academic environments, the

advancement of sexual and gender minority (SGM) perspectives has grown in

recent years, which parallels a larger societal trend towards accepting SGM

individuals. The most recent Gallup poll estimates that 62% of US citizens are

satisfied with the acceptance of gays and lesbians in our society, the highest rate

since the origin of the survey in 2001 (Saad, 2022). In addition, a growing

percentage of US citizens identify as LGBTQIA+(lesbian, gay, bisexual,

transgendered, queer/questioning, intersex, asexual and more), growing from

5.6% in 2020 to 7.1% in 2022. While these data suggest progress in acceptance,

as academic communities we should strive to go beyond acceptance and assess

how we are contributing to the ongoing success of our SGM members. (Dianne

Morrison-Beedy, Nate Albright)

 25

Cited by Cathy AR Brant, Lara Willox (Teaching and Teacher Education

116, 103746, 2022) This study investigated the self-efficacy of content area,

methods instructors (n = 395) in working with lesbian, gay, bisexual, transgender,

queer, intersex, asexual+ (LGBTQIA+) pre-service students, teaching LGBTQIA+

content in their methods courses and helping pre-service teachers reduce their

bias and prejudice against LGBTQIA+ individuals. The study revealed that

literacy and social studies methods instructors had a higher sense of self-efficacy

than their mathematics and science counterparts. Participants had a higher

sense of self-efficacy in working with LGBTQIA+ students than teaching

LGBTQIA+ content. Participants employ a variety of pedagogical strategies to

implement LGBTQIA+ content in methods courses.

Institutions of higher education are composed of LGBTQIA+(Lesbian, Gay,

Bisexual, Transgender, Queer, Intersex, Asexual, and+ to be inclusive of all

identities) communities that are more diverse, out, and active than ever before.

However, studies have shown time and again how institutions are unable to

accommodate the changes in their demographics, harming the LGBTQIA+

community and limiting student success. Overall, LGBTQIA+ students

experience a very hostile school climate, with many reporting high levels of anti-

LGBTQIA+ perceptions and experiences. Generally, the LGBTQIA+ community

is ignored by institutions of higher education. When LGBTQIA+ inclusive policies,

awareness programs, and other resources are implemented, though, they tend to

be problematic in nature as they are centered on the identities of White lesbian

and gay students. Therefore, queer students of color, trans folk, and other
 26

identities within the LGBTQIA+ community end up with little to no support. This

project aims to explore and identify how institutions of higher education are

creating hostile school environments for LGBTQIA+ students in addition to steps

to create and maintain a more inclusive school climate for these students. Upon

exploring these issues, the goal of the project is to identify recommendations for

educators on creating and maintaining a school climate in higher education that

will better support the LGBTQIA+ community (Daniel MacMaster Fox).

Research suggests that a significant portion of LGBTQIA+ individuals

report that their sexual orientation and/or gender identity play a substantial role in

choosing which postsecondary institution to attend; thus, it is incumbent upon

institutions for higher education to assess their respective campus climates. This

project evaluates LGBTQIA+ campus climate at a small, private, Midwestern

liberal arts university. Utilizing a grounded theory approach, I interviewed my

queer-identified classmates–selected via a combination of strategic and snowball

sampling–about their experiences on campus. Through these discussions, I

gained a better understanding of queer students’ experiences within the

classroom, extracurricular activities, living spaces, and elsewhere throughout the

institution. Findings include a divide between cisgender and transgender or non-

binary participants’ perceptions of campus climate, as well as incongruence in

institutional policy and students’ lived experiences. The information I gleaned

from these interviews was then used to suggest ways for the university to better

serve its LGBTQIA+ population (Mary Amanda Breeden).

 27

(Strategies and Methods for Implementing Trauma-Informed Pedagogy,

65-81, 2022) Structural changes have occurred at a rapid rate in the US

concerning LGBTQIA+(lesbian, gay, bisexual, transgender, queer/questioning,

intersex, and ally/asexual) rights and lived experiences. However, in K-12

education LGBTQIA+ students continue to face challenges and obstacles not

faced by their heterosexual, cisgender peers. Using heteronormativity as its

underpinning, this chapter will highlight some of the challenges encountered by

LGBTQIA+ students, provide a background to understand the current state of

educational practices and policies, and provide recommendations for teachers,

administrators, students, and communities to help reduce the trauma endured by

many LGBTQIA+ students (Nathan Taylor.)

(Nazarbayev University Graduate School of Education, 2022) According to

Teele Bernard Matsoso, this study investigated the lived experiences of students

who are identified as lesbian, gay, bisexual, transgender, queer, intersexual or

asexual (LGBTQIA+) at one South African higher education institution in terms of

their perceived challenges to access and inclusion. The existing literature

provides different perspectives, ranging from gender identity to social justice

theories, all of which point to socially unjust discrimination and marginalization of

LGBTQIA+ students based on their sexual orientation status. This qualitative

phenomenological study drew on the lived experiences and perceived challenges

or barriers of 10 participants who identified as members of the LGBTQIA+

community in South Africa. The research was conducted using semi-structured,

face-to-face interviews. Audio recordings were used for authenticity of data

 28

generated and transcription purposes. The data was coded and analyzed

thematically. Findings were that the LGBTQIA+ students experienced a variety of

unjustifiable challenges including non-inclusive university policies on admission

and student housing; bullying and rejection by their peers; a lack of awareness

and education about the community by university faculty or general workers; and

overall lack of integration and socialization to help make their university

experiences more successful. These challenges were largely negative and unjust

because, while LGBTQIA+ people are equally protected by the same human

rights as enshrined in the South African Constitution, they are constantly

stigmatized and discriminated against when it comes to fully accessing and

participating in higher education. Keywords: LGBTQIA+, students, higher

education, access, inclusion, sexual orientation, social justice, and human rights.

In the United States, nearly 100,000 LGBTQIA+ (Lesbian, Gay, Bisexual,

Transgender, Queer, Intersex, Asexual) students attend non-affirming religious

secondary schools yearly (Green et al., 2019; Institute of Education Sciences

[IES] & National Center for Education Statistics [NCES], 2019a, 2019b). Because

organized religion can have both beneficial and harmful outcomes on LGBTQIA+

youth (Wolff, 2016) and a secondary school environment has a significant impact

on a student’s sense of academic success and well-being (Forber-Pratt et al.,

2021), it is essential to understand and implement best practices that support

LGBTQIA+ students in non-affirming religious secondary schools. Using

phenomenological methods within a qualitative approach, this study focused on

the lived experiences of LGBTQIA+ students who attended non-affirming

 29

religious secondary schools to evaluate success factors and best practices that

lead to supporting positive student outcomes. To honor the complexity of

experience and empower participants, this study integrated the frameworks of

appreciative inquiry (Cooperrider & Srivastva, 2020), critical theory (Freire,

2020), Spencer’s (2015) phenomenological variant of ecological systems theory,

and Yuan’s (2016) theology of compassion for the marginalized. This study used

purposive and snowball sampling to recruit 12 participants. Semi-structured

interviews produced data relevant to the phenomenon being studied. The study

found that in order to ensure positive outcomes for LGBTQIA+ students at non-

affirming secondary schools, school leaders must shift their school culture,

institutionalize supports, and communicate the unconditional love of God, among

other recommendations. Without implementing best practices, non-affirming

schools risk distorting the gospel message and exacerbating the mental health

challenges common in this vulnerable, at-risk population (Alexis C Schneidez

(Pepperdine University, 2023).

According to Riley F Sullivan, Roberts Wesleyan College (Rochester),

2023. The topic of this thesis is the benefits of LGBTQI+ literature choice in

curriculum, specifically, K through 12th-grade curriculum. In recent years there

has been a strong push in education to include culturally responsive practices,

this involves curriculum and what groups, historical figures, and characters

students are able to access in order to learn from and read about. This includes

the LGBTQI+ community and the people who make it up. Many school districts,

states, and education departments do not view this branch of inclusion as a

 30

positive attribute and in some cases have laws that limit or outright disallow

LGBTQI+ topics to be taught dependent on what is considered age-appropriate

for students. To help bring knowledge to this topic various research was collected

and presented in order to identify the benefits of students having access to

LGBTQIA+ literature. The methodology included qualitative and quantitative

studies, as well as interviews with a group of selected pre-service teachers. The

results of these studies vary depending on what components were focused on

but the underlying themes were that when students have access to LGBTQIA+

literature tolerance and understanding of groups identified traditionally as the

“other” in society are increased, LGBTQIA+ students feel more comfortable and

safe in the school environment which leads to higher rates of academic

achievement, and as a whole, the community within a school is strengthened.

Cited by Cara Fordenbacher, influenced by its founding in religious, white,

and male-dominated power structures, higher education today still often pushes

marginalized communities out of academic spaces. Across the nation the

LGBTQIA+ community is being threatened with anti-gay and anti-trans bills that

are being signed into effect in schools. One of the most popular being the ‘Don’t

Say Gay’bill passed in Florida earlier this year. The work laid out in this thesis

proposal aim to combat these efforts and create spaces on university campuses

where LGBTQIA+ students can go and be their authentic selves; where their

voices are highlighted and celebrated. All higher education professionals should

be provided the resources to adequately support their students who identify

within the LGBTQIA+ community. By doing so, they are uplifting the voices of a
 31

community of people that the university system, from its inception, has aimed to

silence. Queer Composition: A Guide to Knowing and Supporting LGBTQIA+

Students, is a collection of guides aimed at helping university stakeholders learn

about the LGBTQIA+ community. By attending a training at the start of the

academic year, university stakeholders can gain general knowledge on the

LGBTQIA+ community and learn how to use Queer Composition when meeting

with students of this community. The journey to becoming a Queer Composition

partner is one that is long overdue in academic spaces today.

 32

CHAPTER 3

METHODOLOGY

Introduction

This Chapter explains various methodologies that can be used in

gathering data and analysis which are relevant to the research. The

methodologies will include areas such as the location of the study, research

design, sampling and sample size, data collection method and its management.

Research Design

This research aims to determine the Lived Experience of Senior High

LGBTQIA+ Students among Senior High School Students on Moncada National

High School. The design that was used in the study was descriptive research

design.

This study developed a phenomenological study of the experiences of

Senior High LGBTQIA+ Students regarding discrimination and inequality. It

focused on the Lived Experience of Senior High LGBTQIA+ Students on the

School, coping mechanisms for the effects of the traumatic experience, and a

plan of action to protect LGBTQIA+ Students from discrimination and inequality.

Locale and Study Period

This study will be conducted in the Senior High School Department of

Moncada National High School located at Camposanto 1, Moncada, Tarlac. The

rationale behind this choice is from the sense that Moncada National High School

is the area where student-respondents that are crucial for the study were enrolled

for the school year 2023-2024.

 33

Respondents of the Study

The individuals who will participate in the research are the LGBTQAI+

GAS students in Moncada National High School.

The research respondent will be selected using simple random sampling

method. It will be used to allow the researchers to select respondents unbiasly

and objectively.

GAS students were chosen as research respondents because they are

crucial for providing necessary data for this study.

Data Gathering Procedures

The gathering procedure involves several key step. First, the researcher

should ask for permission from the principal to conduct the study. Second,

consent from the respondents to ensure their willingness to participate. Third,

distribution of questionnaire to the selected individual or groups, And Lastly the

data will be collected then it will be tallied and organized for analysis and then the

researcher will discuss the findings of their study.

Data Gathering Instrument

The researchers will be using the questionnaires as an instrument to

directly gather data and information from the respondents. Researchers will use

a research make questionnaire wherein the questions are generated considering

the live experience of a senior high LGBTQIA+ students in Moncada National

High School. The questionnaire will undergo with further checking of

professionals with knowledge of the research study.

 34

Statistical Tools for Data Analysis

The individual responses will be recorded in tally sheets before the data is

put in tabular form ready for statistical treatment

To answer the part one (1) which is the demographic profile of the

respondents with regards to their name (optional), sex, strand, year and section.

The frequency count and percentage distribution will be utilized.

To answer the part two (2) of the questionnaire wherein the questions are

generated considering the live experience of the respondents. The average

weighted mean will be utilized.

Categories Mean Value Numerical Value

Always 4.20 – 5.00 5

Often 3.40 – 4.19 4

Sometimes 2.60 – 3.39 3

Rarely 1.81 – 2.59 2

Never 1.00 – 1.79 1

Formula:

Likert Scale = Range/Total Number of Choices

Range = Total number of choices – 1

Where:

r = range

tn = total n umber of choice

 35

Likert scale = r/tn or Likert scale = tn-1/tn

Ethical Considerations

To ensure the validity and trustworthiness of the study's findings, the

researchers adhered to the following ethical principles: a) obtained informed

consent from potential research participants; b) were honest in all scientific

communications; c) protected their anonymity and confidentiality; d) encouraged

informants' openness regarding the topic; and e) provided references to prevent

plagiarism.
 36

CHAPTER 4

RESULT AND DISCUSSION

Analysis and Interpretation of Data

This chapter includes the presentation, analysis, an interpretation of data

that have been gathered from the survey distribution to the Grade 12

respondents.

Data Analysis

As a way of analyzing the text base data, a technique called content

analysis was engaged. With the provided data from the survey, the researchers

downloaded the responses and went from through them one by one, organized

the responses of the participants and carefully put together the relevant codes.

Similar responses were no longer repeated, only being mentioned as one.

Nothing the similarities and differences in order to group them accordingly.

Based on the similar bunch of codes, the researchers developed the final

structure in order the question of this research.

Results

This research was conducted for its purpose to investigate The Lived

Experience Of Senior High LGBTQIA+ Students In Moncada National High

School. The result of the organized version of the conducted survey follows.

A. Profile of the Respondents

Age Frequency Percentages

16-17 9 30%
 37

18-19 21 70%

20-21 0 0

21 above 0 0

Total: 30 100%

Table 1. Age of the Respondents

Interpretation: Table 1 shows that 30% of the respondents were aged 16-

17, while 70% were aged 18-19. Therefore, this means that there are more

LGBTQIA+ students aged 18-19 than 16-17.

Gender Frequency Percentage

Lesbian 1 3%

Gay 10 33%

Bisexual 16 53%

Transgender 3 10%

Queer/Questioning 0 0%

Intersex 0 0%

Asexual+ 0 0%

Total: 30 100

Table 2. Gender of the Respondents

Interpretation: Table 2 shows that 3% of the respondents are lesbian, 33%

of them are gay, 53% of the respondents who identified as transgender have

10%, and queer/questioning, intersex, and asexual have 0% of the

 38

respondents. The table shows that the majority of respondents, which is 53%,

are bisexual.

Year & Section Frequency Percentage

GAS 11 A 4 13%

GAS 11 B 2 7%

GAS 11 C 1 3%

GAS 12 A 11 37%

GAS 12 B 7 23%

GAS 12 C 5 17%

Total: 30 100%

Table 3. Year and Section of the Respondents

Interpretation: Table 3 shows that 13% of the respondents are from GAS

11 A, 7% from GAS 11 B, and 3% from GAS 11 C. While 37% of the

respondents are from GAS 12 A, 23% of respondents are from GAS 12 B,

and lastly, 17% of the respondents are from GAS 12 C. Hence, it appears that

the highest number of respondents is from section GAS 12A, and the lowest

number of respondents is from section GAS 11C.

B. What challenges do members of the LGBTQIA+ community encountered?

Challenges Frequency Percentage

Feel uncomfortable or 15 50%

unwelcome at school

Being rejected 18 60%

 39

Bullying 20 67%

Gender discrimination 25 83%

Table 4. Q.1

Interpretation: Table 4 shows that 50% of the respondents experienced

feeling uncomfortable or unwelcome at school, and 60% of the respondents

faced being rejected. While 67% of the respondents encountered bullying,

and 83% of the respondents endured gender discrimination, Thus, the table

indicates that the generality of challenges experienced by senior high school

LGBTQIA+ students was gender discrimination, with numerous of them

suffering from it.

C. What are their coping mechanism to improve academic performance?

Strategies Frequency Percentage

Find comfort to friends 13 43

Do not take negative 8 27

thoughts

Focus on academics 15 50

Improved skills 5 17

Table 5. Q.2

Interpretation: Table 5 shows that 43% of the respondents think that the

coping mechanism to improve their academic performance is finding comfort

in friends; 27% used to not take negative thoughts; 50% of the respondents

focused on their academics; and 17% thought of improving their skills.

 40

Therefore, the table shows that the majority, which is 50% of the LGBQIA+

students, find focusing on academics as a strategy.

D.

Questions: Frequenc Frequenc Percentag Percentag Total

y of Yes y of No e of Yes e of No Percentag

1.Does 17 13 57% 43% 100%

judgement of

people/stude

nt affect your

performance

in class?

2.Does your 27 3 90% 10$% 100%

teacher gives

you

opportunities

during class

discussion

such as

recitation and

other

activities?
 41

3.Do you feel 23 7 77% 23% 100%

left behind

during class

discussion

and

engagement?

4.Does your 7 23 23% 77% 100%

classmate

assigned you

roles in group

activities?

5.Do you feel 10 20 33% 67% 100%

included and

accepted

inside your

classroom?

Table 6. Q.3

Interpretation: The table shows that 57% of the respondent state yes that

the judgment of people or students affects their performance in class, while

43% of the respondents say no in the statement. 90% of the respondents

indicate yes that teachers gave them opportunities during class discussion,

and 10% of the respondents say no in the statement. 77% of the respondent

state yes that they feel left behind during class interaction and engagement,
 42

while 23% indicate no in the statement. In receiving allotted roles in group

activities, 23% of the respondents say yes, and 77% of them state no in the

statement. Lastly, 33% of the respondents seem included and accepted

inside their classroom, and 67% of them say no in the statement The table

show that the majority of the respondents, which is 77%, indicate that they

usually feel left behind during class discussion and engagement. Therefore,

this challenge affects their academic performance too much.

Summary of Findings

This paper focused on the lived experience of Senior High LGBTQIA+

students in Moncada National High School. It aims to enlighten the challenges faced

by these students, and what are the strategies they used to overcome their struggles.

This statistical present the data we gathered to know the main challenges experienced

by the respondents. The data shows that many of them undergo in Gender

Discrimination. It reveals significant challenges faced by these individuals. LGBTQ+

students often encounter discrimination based on their gender identity, leading to

feelings of exclusion, isolation, and psychological distress. This discrimination can

manifest in various forms, such as bullying, harassment, and lack of support from

peers and educators.

Studies emphasize the urgent need for schools to address and combat gender

discrimination against LGBTQ+ students through inclusive policies, education on

diversity and acceptance, and creating safe spaces where all students feel respected

and supported.
 43

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary

In Chapter One, I provided the problem this research project addresses, as well

as the context and purpose. After I presented my research questions, I provided in

depth definitions of the terminology I used for this project, including descriptive terms

for participants and for safer spaces in schools. These key terms include the acronym

LGBTQIA+, the term safe space, and numerous other terms used to describe their

lived experiences. In order to offer clarity, I also defined some of the terms that exist in

opposition or operate as part of the study. Because of the nature of this project, I also

introduced the research approach of narrative inquiry as I seek the stories of those

who identify as LGBTQIA+. I closed this chapter with my own researcher positionality

statement.

Conclusion

1.1 The data presented in Table 4 highlights the pervasive challenges faced by

senior high school LGBTQIA+ students, with a significant focus on gender

discrimination. The statistics reveal alarming rates of discomfort, rejection, bullying, and

gender-based discrimination experienced by these individuals. The high percentages

of respondents encountering such adversities underscore the urgent need for

comprehensive measures to address and eradicate discrimination in educational

settings. These findings emphasize the critical importance of creating inclusive and

supportive environments within schools to ensure the well-being and academic

success of LGBTQIA+ students.

 44

1.2 The majority of LGBQIA+ students, specifically 50% of the respondents,

believe that focusing on academics is an effective coping mechanism to improve their

academic performance. This suggests that these students prioritize their studies and

recognize the importance of dedicating their time and energy to their educational

pursuits. It is worth noting that other strategies, such as finding comfort in friends, not

entertaining negative thoughts, and improving skills, were also mentioned by a

significant percentage of respondents, indicating that different individuals may have

varying approaches to enhancing their academic performance.

1.3 The significant portion of the respondents feel that the judgment of people

or students does impact their performance in class, with 57% stating yes. Furthermore,

the majority of respondents, 77%, feel left behind during class interaction and

engagement, which can have a detrimental effect on their academic performance. It is

crucial for educators to address these feelings of being left behind and ensure that all

students feel included, accepted, and supported in their learning environment to

enhance their academic success. By creating a more inclusive and supportive

classroom atmosphere, teachers can help students overcome these challenges and

thrive academically.

Recommendations

1. Implement comprehensive anti-discrimination policies: Develop and enforce

policies that explicitly prohibit discrimination based on sexual orientation and

gender identity. These policies should cover all aspects of student life, including

admissions, housing, academics, and extracurricular activities.

 45

2. Provide LGBTQIA+ education and training: Offer educational programs and

training sessions for faculty, staff, and students to increase awareness and

understanding of LGBTQIA+ issues. This can help create a more inclusive and

supportive environment for LGBTQIA+ students.

3. Establish LGBTQIA+ student organizations and support groups: Encourage

the formation of LGBTQIA+ student organizations or support groups on

campus. These groups can provide a sense of community, support, and

advocacy for LGBTQIA+ students, as well as raise awareness and organize

events.

4. Incorporate LGBTQIA+ perspectives in the curriculum: Ensure that the

curriculum includes diverse and accurate representations of LGBTQIA+ history,

literature, and contributions. This helps promote understanding and acceptance

among all students, while also validating the experiences of LGBTQIA+

students.

5. Offer mental health support services: Provide access to LGBTQIA+ affirming

mental health services on campus, including counseling and support groups.

This can help address the unique mental health challenges that LGBTQIA+

students may face.

 46

6. Foster a safe and respectful campus climate: Create a campus culture that

values diversity, inclusivity, and respect for all students. This can be achieved

through awareness campaigns, inclusive language policies, and visible displays

of support for LGBTQIA+ students, such as LGBTQIA+ pride events.

7. Collaborate with LGBTQIA+ organizations and resources: Forge

partnerships with local LGBTQIA+ organizations and resources to provide

additional support and resources for LGBTQIA+ students. This can include

guest speakers, mentoring programs, and access to community events and

services.

By implementing these recommendations, educational institutions can create a

more welcoming and supportive environment for LGBTQIA+ students, fostering their

academic success and overall well-being.

 47

BIBLIOGRAPHY

Glazzard, J., Jindal‐Snape, D., & Stones, S. (2020, June 30). Transitions Into,

and Through, Higher Education: The Lived Experiences of Students Who

Identify as LGBTQ+. Frontiers in Education.

Llego, M. A. (2022, September). How to Support LGBTQIA+ Students in the

Classroom. TeacherPH.

Amistad, A. M. (2022, July 22). The Lived Experiences of Lesbian, Gay, and

Bisexual Youth During their Secondary Education. Zenodo (CERN European

Organization for Nuclear Research).

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

LGBT students in Philippines: A qualitative study.

Poteat, V. P., Scheer, J. R., & Mereish, E. H. (2014, January 1). Factors

Affecting Academic Achievement Among Sexual Minority and Gender-Variant

Youth. Advances in Child Development and Behavior.

Google Scholar. (n.d.).

Affectivity and Learning. (n.d.). Google Books.

Brant, C. A. R. (2024, March 25). “They will at least do no harm”: LGBTQ

social studies teacher education. Social Studies Research & Practice.

Perez, L. (n.d.). LGBTQIA+ EDUCATORS WITHIN NEW YORK CITY

PUBLIC SCHOOL SETTINGS: A NARRATIVE STUDY ON LIVED

EXPERIENCES AND THE NEGOTIATION OF IDENTITIES. St. John’s

Scholar.
 48

Matsoso, T. B. (2022, April 1). INVESTIGATING THE EXPERIENCES AND

PERCEPTIONS OF THE LGBTQIA+ STUDENTS AT ONE PUBLIC

UNIVERSITY REGARDING ACCESS AND INCLUSION IN HIGHER

EDUCATION IN SOUTH AFRICA.

Carbajal, D. R. (n.d.). Mental Health, School Climate, and the Resilience of

LGBTQIA+ Mexican/x Youth. UNM Digital Repository.

Zhuang, M., & Chittooran, M. M. (2024, February 16). Navigating the

Rainbow. Advances in Higher Education and Professional Development Book

Series.

Salmons, J. (2023, June 5). Studying LGBT+ Lived Experiences — Sage

Research Methods Community. Sage Research Methods Community.

Ogueji, I. A., & Ogueji, A. M. (2022, November 10). What are the lived

experiences of LGBT persons in Nigeria? A qualitative study informing

nondiscriminatory psychosocial interventions. Trends in Psychology.

 49

APPENDICES (A)

March 4, 2024
Maria Gracia B. Ledesma , PhD
Principal 1

Madam:

The undersigned are currently working on their study entitled, “THE LIVED
EXPERIENCE OF SENIOR HIGH LGBTQIA+ STUDENTS IN MONCADA
NATIONAL HIGH SCHOOL REGARDING IN ACADEMIC PERFORMANCE”, in
partial fulfillment of the requirements for the subject Inquiries, Investigation and
Immersion of the Grade 12 Senior High Students.
In this regard, we would like to request permission for your kind approval
allowing us administer questionnaire to the respondents of the study.
Attached herewith is the copy of the questi onnaire for your reference.
Hoping that this request will merit your favorable approval and consideration.

Respectfully yours,
Cariaga, Ira Mae
Dagdagan, Jessa D.
Navarro, Lhenan Gene M.
Paje, Ivan C.
Perez, Christine Jade D.
Soriano, Jayzelle Nicolie P.
Taylan, Jedrick V.

Noted by:
IRVIN LAYNO, MAEd
Research Adviser

Approved:
MARIA GRACIA LEDESMA , PhD
Principal 1
 50

Dear Respondents,

Greetings!

The undersigned are currently working on their study entitled, “THE

LIVED EXPERIENCE OF SENIOR HIGH LGBTQIA+ STUDENTS IN
MONCADA NATIONAL HIGH SCHOOL REGARDING IN ACADEMIC
PERFORMANCE”, in partial fulfillment of the requirements for the subject
Inquiries, Investigation, and Immersion of the Grade 12 Senior High School
Students.

Attached herewith is the approved permission of the school Principal to

conduct our study and float the set of questionnaires.

In this regard, we request your cooperation by answering the attached

questionnaire about the financial sustainability of your current business. Rest
assured that all data gathered from you will be kept with utmost confidentiality.

Your immediate response and your prompt return of the questionnaire will
be highly appreciated. Thank you very much.

Respectfully yours,
Cariaga, Ira Mae
Dagdagan, Jessa D.
Navarro, Lhenan Gene M.
Paje, Ivan C.
Perez, Christine Jade D.
Soriano, Jayzelle Nicolie P.
Taylan, Jedrick V.

Approved:

Signature Over Printed Name of the Respondents

 51

APPENDICES (B)

THE LIVED EXPERIENCE OF SENIOR HIGH LGBTQIA+ STUDENTS IN

MONCADA NATIONAL HIGH SCHOOL REGARDING IN ACADEMIC

PERFORMANCE

Direction: Please answer the following questions as honesty and accurately as

you can. There are no correct and incorrect answer on this survey. Your answer

will kept strictly confidential and you will not be identified.

1. Name (Optional):

2. Age:

16-17

18-19

20-21

21 above

3. Gender:

Lesbian

Gay

Bisexual

Transgender

Queer/Questioning

Intersexual

Asexual +
 52

4. Year & Section:

5. What challenges do members of the LGBTQIA+ Community encountered?

Feel uncomfortable or unwelcome at school

Being rejected

Bullying

Gender discrimination

6. What are their coping mechanism to improve academic performance?

Find comfort to friends

Do not take negative thoughts from others

Focus on academics

Improved skills

INSTRUCTION: Please put a check (✓) on YES, if the statement is applicable to

you and NO, if not.

Questions: YES NO

1. Does judgement of people/student affect your performance in

class?

2. Does your teacher gives you opportunities during class

discussion such as recitation and other activities?

3. Do you feel left behind during class interaction and

engagement?

4. Does your classmate assigned you roles in group activities?

 53

5. Do you feel included and accepted inside your classroom?

CURRICULUM VITAE
 54

Personal Profile

Name. : Lhenan Gene M. Navarro

Permanent Address. : Camangaan West, Moncada, Tarlac

Date of Birth. : October 9, 2006

Civil Status. : Single

Citizenship. : Filipino

Religion. : Roman Catholic

Parents. : Marilen M. Navarro

Educational Background

Secondary

Senior High School:

Moncada National High School (2023-2024)

The Plebeian Academy (2022-2023)

Junior High School:

Moncada National High School (2021-2022)

Primary:

Tagurarit Elementary School (2012-2013)

Moncada North Central Elementary School (2017-2018)

CURRICULUM VITAE
 55

Personal Profile

Name. : Christine Jade D. Perez

Permanent Address. : Pantol, Bayambang, Pangasinan

Date of Birth. : May 18, 2006

Civil Status. : Single

Citizenship. : Filipino

Religion. : Born Again Christian

Parents. : Juanito S. Perez

: Analiza D. Perez

Educational Background

Secondary

Senior High School:

Moncada national high school (2023-2024)

Junior High School:

Moncada national high school (2021-2022)

Primary:

Obillo Elementary School (2017-2018)

 56

CURRICULUM VITAE

Personal Profile

Name. : Jayzelle Nicolie P. Soriano

Permanent Address. : Pantol, Bayambang¸ Pangasinan

Date of Birth. : September 5, 2006

Civil Status. : Single

Citizenship. : Filipino

Religion. : Roman Catholic

Parents. : Jeffrey F. Soriano

: Gerly P. Soriano

Educational Background

Secondary

Senior High School:

Moncada National High School (2023-2024)

Junior High School:

Moncada National High School (2021-2022)

Primary:

Floridablanca Elementary School

Demetrio F. Nagtalon Elementary School (2017-2018)

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CURRICULUM VITAE

Personal Profile

Name. : Jessa D. Dagdagan

Permanent Address. : Burgos, Moncada, Tarlac

Date of Birth. : July 22, 2005

Civil Status. : Single

Citizenship. : Filipino

Religion. : Roman Catholic

Parents. : Leopoldo J. Dagdagan

: Agnes D. Dagdagan

Educational Background

Secondary

Senior High School:

Moncada National High School (2023-2024)

Junior High School:

Moncada National High School (2021-2022)

Primary:

Burgos Elementary School (2017-2018)

 58

CURRICULUM VITAE

Personal Profile

Name. : Ira Mae G. Cariaga

Permanent Address. : Capaoayan, Moncada, Tarlac

Date of Birth. : October 16, 2004

Civil Status. : Single

Citizenship. : Filipino

Religion. : Roman Catholic

Parents. : Rodolfo S. Cariaga

: Marlyn G. Cariaga

Educational Background

Secondary

Senior High School:

Moncada National High School (2023-2024)

Junior High School:

Moncada National High School (2021-2022)

Primary:

Capaoayan Elementary School (2017-2018)

 59

CURRICULUM VITAE

Personal Profile

Name. : Angel Janine C. Torio

Permanent Address. : Rizal, Moncada, Tarlac

Date of Birth. : June 9, 2006

Civil Status. : Single

Citizenship. : Filipino

Religion. : Iglesia Ni Cristo

Parents. : May C. Torio

Educational Background

Secondary

Senior High School:

Moncada National High School (2023-2024)

Junior High School:

Moncada National High School (2021-2022)

Primary:

Moncada South Central Elementary School (2017-2018)

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CURRICULUM VITAE

Personal Profile

Name. : Ivan C. Paje

Permanent Address. : Tubectubang, Moncada, Tarlac

Date of Birth. : February 21, 2006

Civil Status. : Single

Citizenship. : Filipino

Religion. : Roman Catholic

Parents. : Ismael P. Paje

: Rosalinda C. Paje

Educational Background

Secondary

Senior High School:

Moncada National High School (2023-2024)

Junior High School:

Moncada National High School (2021-2022)

Primary:

Demetrio F. Nagtalon Elementary School (2017-2018)

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CURRICULUM VITAE

Personal Profile

Name. : Jedrick V. Taylan

Permanent Address. : Tolega Sur, Moncada, Tarlac

Date of Birth. : July 17, 2006

Civil Status. : Single

Citizenship. : Filipino

Religion. : Born Again Christian

Parents. : Marcelino B. Taylan

Parents. : Edna V. Taylan

Educational Background

Secondary

Senior High School:

Moncada National High School (2023-2024)

The Plebeian Academy (2022-2023)

Junior High School:

The Plebeian Academy (2021-2022)

Primary:

Tolega Sur Elementary School (2017-2018)

 62

THE LIVED EXPERIENCE OF A SENIOR HIGH LGBTQIA+ STUDENTS IN

MONCADA NATIONAL HIGH SCHOOL

A Research
Presented to the Faculty
of the Moncada National High School
Senior High School
Moncada, Tarlac

In Partial Fulfillment of the

Requirements for the Senior High School
Inquiries, Investigation, and Immersion

Cariaga, Ira Mae G.

Dagdagan, Jessa D.
Navarro, Lhenan Gene M.
Paje, Ivan C.
Perez, Christine Jade D.
Soriano, Jayzelle Nicolie P.
Taylan, Jedrick V.
Torio, Angel Janine C.

JANUARY 2024
 ii
63

APPROVAL SHEET

In partial fulfillment of the requirements for the Senior High School, in the
subject Practical Research 2, this research proposal entitled, “THE LIVED
EXPERIENCE OF A SENIOR HIGH LGBTQIA+ IN MONCADA NATIONAL
HIGH SCHOOL REGARDING THEIR ACADEMIC PERFORMANCE” prepared
and submitted by Cariaga, I., Dagdagan, J., Navarro, L., Paje, I., Perez, C.,
Soriano, J., Taylan, J., Torio, A., is recommended for acceptance and approval.

IRVIN A. LAYNO, MED

Adviser/Critic Reader

Approved by the Committee on Oral Examination

ALFREDO P. GAPER
Chairman

KAREN L. HILARIO NESTOR M. CASTR, PhD

Member Member

EDITHA CORAZON D. NAZAIRE, PhD

Member

Accepted and approved in partial fulfillment of the requirements for the Senior
High School in the course subject Inquiries, Investigation, and Immersion.

MARIA GRACIA B. LEDESMA, PHD

Principal 1

iii

ACKNOWLEDGEMENT
 64

We would like to acknowledge and give our deepest gratitude to our

Practical Research Teacher, Sir Irvin A. Layno, who made this project work

possible. His guidance and advices helped us to get through all the stages of

writing this research paper.

We would also like to thank the research panelists for giving their brilliant

suggestions and point of view about this project, and also for letting our defense

to be heard, it was a terrifying but memorable moment, and also a highly

appreciation to the teachers who validated our research project. Thanks to all of

you.

We would also like to thank our respondents who participated

in answering our pre-survey. And also, thanks to God for giving me wisdom,

knowledge, guidance, and strength in making our research, this study would not

have been possible without him. Thank you for everyone.

The Researchers

iv

DEDICATION
 65

To Sir Irvin A. Layno, I am deeply grateful for your guidance and support

throughout the course of this research project. Your expertise and dedication to

teaching have been instrumental in shaping my understanding of the research

process and have inspired me to strive for excellence. Your patience and

encouragement have provided me with the confidence to overcome challenges

and pursue new avenues of inquiry. Your insightful feedback and constructive

criticism have helped me refine my research methodology and strengthen the

validity of my findings.

I also want to extend my heartfelt appreciation to the respondents of this

research. Without their cooperation and support, this study would not have been

possible. Their willingness to share their insights and experiences has been

invaluable in shaping the outcomes of this research. Their contributions have

provided a rich and diverse perspective, adding depth and credibility to the

findings. I am grateful for their time, openness, and willingness to participate in

this study.

The Researchers

vii
i
ABSTRACT
 66

Title of the Study: The lived experience of a Senior High

LGBTQIA+ students in Moncada National High
School Regarding in Academic Performances
Name of the Researchers: Navarro, L., et. al.
Year: Grade 12
Track: Academic
Strand: General Academic Strand (GAS)
School: Moncada National High School Senior
High
Adviser: Irvin A. Layno
Key Words : supervisory skills, performance,
development program
This quantitative study explores the lived experiences of senior high

LGBTQIA+ (Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, and

other identities) students concerning their academic performance. Utilizing

survey and questionnaire. This research investigates the unique challenges,

coping mechanisms, and support systems that influence academic outcomes

within this demographic. Findings reveal multifaceted factors impacting academic

performance, including gender discrimination, bullying, and the presence of

inclusive environments. The study contributes to the understanding of LGBTQIA+

students' academic experiences and highlights the necessity for inclusive policies

and support structures in educational institutions to foster academic success and

well-being among this population.

TABLE OF CONTENTS
 67

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

TABLE OF CONTENTS v

ABSTRACT viii

CHAPTER

1 THE PROBLEM 1

Background of the Study 1

Research Aims 5

Theoretical Framework 5

Conceptual Framework 5

Paradigm of the Study 7

Statement of the Problem 8

Research Hypothesis 9

Scope and Delimitation 9

Significance of the Study 10

Definition of Terms 11

2 REVIEW OF RELATED LITERATURE AND STUDIES 13

Related Literature 13
 vi
68

Related Studies 22

3 RESEARCH METHODOLOGY 32

Research Design 32

Locale of the Study 32

Respondents of the Study 33

Data Gathering Procedure 33

Data Gathering Instrument 33

Statistical Tools for Data Analysis 34

Ethical Considerations 35

4 RESULTS AND DISCUSSION 36

Analysis and Interpretation of Data 36

Data Analysis 36

Results 36

Summary of Findings 42

5 SUMMARY, CONCLUSION AND RECOMMENDATION 43

Summary 43

Conclusion 43

Recommendation 44
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vii

BIBLIOGRAPHY 47

APPENDENCES 49

Appendix A 49

Appendix B 51

CURRICULUM VITAE 54