A Phenomenological Research on the Experiences of LGBTQ HUMSS Student
CHAPTER 1
GROUP-1 MEMBERS of HUMMS 11 LAPUZ
RESEARCHERS:
Alima, Mc Henry
Datijan, Anjan
Gania, James
Leocario, Reynan
Nerosa, Matt Kean
Padal, Jefrel
Balanon, Kaelha
Bodyang, Leojane
Manib, Jamaica
Onal, Janice
Submitted to:
Abigail T. Muyso
INTRODUCTION
Background and it Settings
LGBTQ are composed of Lesbian, Gays, Bisexual, Trans, Quir and a lot more
sexuality. They said that growing up as a normal individual is hard but growing up as a
member of LGBTQ is even harder. Members of LGBTQ around the world faces a lot of
bad challenges on their lives mainly on their work environment. Globaly, in some
diverse countries they are both accepted and celebrated while in some countries they
are being judged and discriminated. They mainly become victims of homophobic
harassments because of their sexuality and gender identies.
Research shows that LGBTQ+ youth are at a higher risk of bullying, violence,
mental health challenges, substance abuse, and academic struggles. In California, the
California Healthy Kids Survey (CHKS) provides valuable insights into how LGBTQ+
students perceive their school environment and how these perceptions impact their
well-being and academic success (WestEd, 2018). Previous studies using CHKS data
have highlighted the unique challenges LGBTQ+ students face, particularly in middle
and high schools. This research further examines the relationship between students'
gender identity, sexual orientation, bullying experiences, and school climate. By
disaggregating data on gender identity and sexual orientation, the study offers a more
detailed understanding of LGBTQ+ students' experiences in school.
In the Philippines, LGBTQ+ students continue to face discrimination and
challenges within the educational system despite the country's efforts to promote
inclusivity. According to David et al. (2019), many LGBTQ+ students experience
bullying, verbal harassment, and exclusion, which negatively affect their academic
performance and mental well-being. The lack of gender-sensitive policies and the
presence of deeply rooted cultural and religious beliefs often lead to limited support
systems within schools. While the Department of Education has introduced policies
promoting gender equality, implementation remains inconsistent across different
regions. These challenges highlight the need for stronger advocacy and inclusive
policies to ensure a safe and supportive learning environment for LGBTQ+ students in
the country.
In Davao City, LGBTQ+ students encounter significant challenges within
educational institutions. A report by Human Rights Watch highlights that Filipino
students identifying as LGBTQ+ often face bullying and discrimination in schools due to
their sexual orientation and gender identity. This hostile environment adversely affects
their mental health, self-esteem, and academic performance. Additionally, certain
school policies exacerbate these issues; for instance, some institutions require
transgender students to present medical certificates to wear uniforms aligning with their
gender identity, imposing unnecessary barriers and contributing to feelings of exclusion.
These experiences underscore the pressing need for more inclusive policies and
support systems within Davao City's educational framework to ensure that LGBTQ+
students can learn in a safe and affirming environment.
This study explores the experiences of LGBTQ+ students in the Humanities and
Social Sciences (HUMSS) strand, focusing on how their identity influences their
academic performance, peer relationships, and sense of belonging. This research can
help Understanding the Impact of Intersectionality, ultimately leading to a more effective
and enriching educational experience for all LGBTQ+ students
II. Research Question
This study aimed to understand the lived experiences of lesbian, gay, and
bisexual, transgender (LGBTQ) youth during their secondary education and to give
meaning to these experiences. Specifically aimed to answer the following questions:
1. What are the experiences of LGBTQ of the HUMSS Student in Tupi National High
School?
2. How do LGBTQ Students cape with the academic challenges?
3. What overall conclusion can be drawn form the study regarding of the experiences of
the LGBTQ HUMSS Student?
III. SCOPE AND DELIMITATION
SCOPE
This study focuses on the experiences of LGBTQ+ students within the
Humanities and Social Sciences (HUMSS) track. It aims to explore the challenges these
students face in the academic environment, including issues related to discrimination,
bullying, mental health, and the role of Gender and Development (GAD) programs in
supporting LGBTQ+ inclusivity. The study also seeks to understand how these students
navigate their academic experiences, relationships with peers and teachers, and their
sense of identity and belonging within the school community.
DELIMITATION
This study will be limited to LGBTQ+ students in the Humanities and Social
Sciences (HUMSS) track, excluding students from other academic tracks such as
Science, Technology, Engineering, and Mathematics (STEM) or Accountancy,
Business, and Management (ABM). It will also focus solely on students from Tupi
National High School and will not include those from other schools or institutions.
Additionally, the study will not address broader LGBTQ+ issues at the national or global
level, concentrating instead on the experiences of students within this particular
educational setting. The research will focus specifically on students' experiences within
the school environment, leaving out external factors such as family dynamics or
community-based discrimination.
IV. SIGNIFICANT OF THE STUDY
This study is significant as it seeks to provide a deeper understanding of the
unique experiences of LGBTQ+ students in the Humanities and Social Sciences
(HUMSS) track at Tupi National High School. By exploring the challenges they face,
including discrimination, bullying, and mental health concerns, the study aims to raise
awareness and contribute to improving the overall school environment. Moreover, this
research addresses a gap in existing literature by focusing on the intersection of
LGBTQ+ identity and academic tracks in rural school settings. Ultimately, the study
seeks to promote a more inclusive and respectful school culture, enabling LGBTQ+
students to succeed academically and emotionally. Additionally, the findings can inform
educators, school administrators, and the broader community with a greater
understanding of the challenges and experiences LGBTQ+ students face in society,
amplifying their unheard voices.
Beneficiaries of the Study:
This study will benefit several groups by providing insights into the experiences of
LGBTQ+ students of the Humanities and Social Sciences (HUMSS):
LGBTQ+ Students. LGBTQ+ students will directly benefit from this study as it
highlights their unique challenges and needs within the school environment. The
findings can lead to the development of policies and programs that promote inclusivity,
address discrimination, and provide better mental health support, ultimately creating a
safer and more supportive educational environment for them.
Educators. Teachers will gain a deeper understanding of the struggles faced by
LGBTQ+ students and how they can contribute to fostering a more inclusive and
respectful classroom environment. The study can serve as a guide for educators to
adopt teaching methods and strategies that affirm students' identities and promote
acceptance.
School Administrators. School leaders can use the findings to develop or enhance
Gender and Development (GAD) programs, policies, and initiatives that support
LGBTQ+ inclusivity. This can include implementing anti-bullying policies, organizing
sensitivity training, and ensuring that the school environment is welcoming for all
students.
Parents and Guardians. Parents and guardians will benefit from understanding the
challenges their children face in the school environment. The study can help them
provide better emotional and moral support to LGBTQ+ students as they navigate
societal and academic pressures.
Future Researchers. The study will serve as a valuable reference for future research
on LGBTQ+ students' experiences, particularly in rural school settings or within specific
academic tracks. It will contribute to the growing body of literature on inclusivity in
education and provide a foundation for further studies.
