EXPLORING THE EXPERIENCES OF LGBTQ+ STUDENTS IN MANUEL

B. GUINEZ SR. NATIONAL HIGH SCHOOL: A PHENOMENOLOGICAL

INQUIRY

A Research Paper

Presented to

REYDEN M. LIBATON

Teacher in English 10

Manuel B. Guinez Sr. National High School

Poblacion Banaybanay Davao Oriental

In Partial Fulfillment

Of the Requirements for the Subject

In English 10

______________________________________________________________

MEMBER 1
MEMBER 2

MARCH 2025
 Chapter 1

INTRODUCTION

Understanding the experiences of LGBTQ+ individuals involves

navigating various challenges, such as societal prejudice, discrimination, and

struggles for acceptance. Additionally, many people are guilty of

discrimination againts LGBTQ+ youths, whether consciously or

unconsciously. LGBTQ+ youths faced with daily discrimination from society,

peers, family and even school teachers and administration. Notably, it has

been shown that LGBTQ+ youths lack support and guidance but also prove

how much these youths are clearly affected, in more ways than one, by

discrimination (Cole, 2007). Similarly, LGBTQ+ people across the country

continue to experience pervasive discrimination that negatively impacts all

aspects of their lives (Singh & Durso, 2017).

In California, secondary schools continue to be unsafe for LGBTQ+

students, as is evident in the levels of reported bullying and fear of physical

violence they experience as well as their perceptions of school safety.

Moreover, the trend is not positive. Biennial state data show that the rate of

bias (Austin et al. 2018). In the same situation, in Brazil, a study conducted

by Francisco and Muggah (2020), which revealed that LGBTQ+ individuals

are disproportionately harassed and victimized pricely because of who they

are. Also, one reason is deep strain of society that over 150 transgender

people alone were killed in Brazil as of September 2020, which is seventy

percent higher than in 2019.

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In the Philippines, it has been considered as a gay-friendly country.

However, there was a report that Filipino Lesbian, Gay, Transgender and

Bisexual (LGBT) community, especially LGBTQ+ students are struggling with

bullying and discrimination from families, communities and schools (Breinholt,

2015). Additionally, In recent years lawmakers and school administrators in

the Philippines have recognized that bullying of LGBTQ+ youth is serious

problem, and designed interventions to address it. For this reason, SOGIE bill

or known as Senate Bill No. Six hundred eighty-nine which is an act of

prohibiting discrimination among LGBTQ+ members. In the local setting,

specifically in Iligan City, gender discrimination and oppression are still exist in

this society. In order to know the recent views or perspective of people

towards lesbian, gay, bisexual, transgender. Investigated attitudes towards

LGBTQ+ by survering eighty-six students from senior high school department

(Duhaylungsod et al., 2018).

As such, the researchers attempt to review a related literature, it was

found out that there are limited studies which focus on the experiences of

LGBTQ+ members which revealed a study gap. Additionally, there is a lack of

studies assessing how effective existing support system are the impact of

school policies on LGBTQ+ student well-being and the roles of educators and

peers in creating inclusive environment. Also, the researchers have not

encountered a study on the lived experiences of LGBTQ+ members in Davao

Oriental specifically in Banaybanay Davao Oriental.

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The objective of this study is to explore the experiences of LGBTQ+

students in Manuel B. Guinez Sr. National high School. School counselors,

teachers, and administrator play a vital role in addressing the unique

challenges faced by LGBTQ+ students. In addition, the researchers of the

study have a plan to disseminate the findings through General Students

Assembly, research conference. Moreover, the result of the study will be

presented not only in the local and national, but also in the international

conference.

Purpose of the Study

The main purpose of this study is to explore and investigate the

experiences of LGBTQ+ students in Manuel B. Guinez Sr. National High

School. This research aims to shed light on their unique challenges and

identify ways to enhance inclusitivity and support within educational settings.

Department of Education. This study may contribute valuable insights

to inform policies and practices that promote a more inclusive and supportive

learning environment for LGBTQ+ students. By incorporating these

perspective, the department aims to create a supportive atmosphere that

aligns with principles of diversity and cultivates respect for the varied identities

within the educational community.

School Administrator. The findings can be a basis by the school

administrator to implement targeted initiatives, training programs, or support

systems that address the specific needs of LGBTQ+ students within their

schools, fostering a more inclusive and positive educational atmosphere.

Teachers. Teachers hold a vital position in the lives of all students,

including those who identity as LGBTQ+. Their active participation in this

study will be integral in sharing their first-hand experiences, perception, and

strategies in providing support to LGBTQ+ students within the classroom.

Parents. Parents of LGBTQ+ students will be included in this study to

gain insight into their experiences, challenges, and perspectives regarding

their child's education and school environment. Understanding parental

perspectives can inform strategies for increasing family support and fostering

a positive home-school relationship for LGBTQ+ students.

Students. The LGBTQ+ students themselves will be the primary

participants in this study. Through interview, surveys, or focus groups, their

experiences, challenges, successes, and suggestions will be explored,

allowing for a comprehensive understanding of their educational experiences

and needs. Individuals boosts students' grasp of diversity, nurtures empathy,

inclusivity. It fosters open-mindedness, challenges stereotypes, and

establishes a supportive atmosphere for all students.

Future Researchers. The findings of this study as a foundation for

further research on LGBTQ+ student experiences, both in the specific context

of Manuel B. Guinez Sr. National High School and in broader educational

setting. The study's results can inspire and inform future studies on

improving support for LGBTQ students in school.

Research Questions

The study will be guided with the following Research Questions:

1. What are the experiences of the participants as LGBTQ+ members?

2. What are the participants’ ways to handle discrimination?

3. How do LGBTQ+ students feel about their sense of belonging and

acceptance in Manuel B. Guinez Sr. National High Schools?

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Review of Related Literature

This section is a review of literature related to this study. Experiences

has shown a wide range of challenges, including discrimination, mental health

disparities, and social stigma. Studies indicate that supportive environments

positively impact the well-being of LGBTQ+ individuals, emphasizing the

importance of inclusivity and understanding. Additionally, there is a growing

body of literature exploring intersectionality within the LGBTQ+ community,

acknowledging the unique experiences of individuals at the intersections of

multiple identities.

Experiences of LGBTQ+

This study conducted by Abreu et al. (2021) this review revealed ways

in which studies in school psychology journals present prevention and

intervention practices for creating a safe environment for LGBTQ+ students,

training for faculty and other school staff to promote LGBTQ+ students' safety.

In addition, we provide recommendations for improving the experiences of

LGBTQ+ students in schools such as involving community stakeholders in

drafting affirming policies.

This study is supported by Wagaman (2014), Lesbian, gay, bisexual,

transgender, and queer-identified young people face forms of stigma and

marginalization that position them as needing support and service seeking

and receiving experiences. This study qualitative explored the service

experiences of a racially and ethnically diverse group of fifteen LGBTQ-

identified young people ages Eighteen to Twenty-four. Additionally, which

holds implications for how students should cultivate relationships to support

their academic success.

This study conducted by Norris et al. (2018), study examined the

impact of direct and indirect experiences of heterosexism on feeling of safety.

Sexual students were more likely to be a target of and witness to

discrimination, and they reported significantly lower levels of safety

belongingness, and connectedness among heterosexual students, even after

accounting for personal experiences with discrimination.

This study conducted by Gonzalez (2017), the purpose of this

phenomenological study was to examine the experiences of high school

counselors in the southeastern of United States who have served as

advocates for and with LGBTQ+ students, this article presents and explores

the themes as they relate to the various manifestation study implications and

limitations.

This study conducted by Glazzard (2020), explores the lived

experiences of students who identify as lesbian, gay, bisexual, trans, or queer

during their transition. Existing literature presents tragic narratives of students

with LGBTQ+ identities which position them as victims. The objectives of the

study were to explore the lived experiences of students who identify as

LGBTQ+ in higher education the role that sexuality or gender identity play in

their lives over the course of their studies and LGBTQ+ students' experiences

of transitions into, and through, higher education.

This study conducted by Robinson (2023), Minority stress is a cause of

health challenges for LGBTQ+ youth experiencing homelessness. However,

in over-focusing on family rejection, the research on LGBTQ+ youth

homelessness often misses how minority stress itself can shape the youth's

perceived pathways into and experiences of homelessness. To achieve this

objective, the author conducted ethnographic fieldwork in central Texas and

interviewed Forty LGBTQ+ youth experiencing homelessness.

Theoretical Lens

This systematic review of literature was conducted to understanding

theoretical frameworks and research design of studies investigating LGBTQ+

educator perspectives; the barriers, supports, and benefits identified by

LGBTQ+ educators in including LGBTQ+ topics into the curriculum and

regarding their disclosure decisions. Conducted by Antonelli and Sembiante

(2022).

Analysis

LGBTQ+ students have different experiences based on where they are,

cultural rules and school rules. They often deal with mistreatment, bullying,

and not getting help from classmates and teachers, which can hurt their

grades and mental well-being. Making schools welcoming, having rules

against discrimination, and offering support groups can really help them. Its

important to understand and deal with the problems they face to make sure all

students feel safe and supported in school.