CHAPTER I

INTRODUCTION

Background of the Study

We researchers, highlighted the Influences of LGBTQIA+ Community towards to the Gender

Identity of the Teenagers in Zamboanga City. There were only four letters commonly used to group

various sexual and gender minorities: L, G, B and T. These letters were an evolution toward

inclusion — an expansion of the language used to represent a disparate group that had often just been

called “the gay community.” (Gold, 2018). LGBT is an evolving abbreviation, a process that, in and

of itself, isn't so remarkable. Language morphs all the time, but what's happening with LGBT — like

nearly all things pertaining to lesbian, gay, bisexual and transgender people, hits on age-old struggles

around issues of sexuality, identity, gender and freedom of expression (Daley, 2017). The members

of the LGBTQIA+ Community has affected our teenagers and even our lives. The objective of this

study is to determine how many and how does the teenagers influenced by LGBTQIA+ Community.

The purpose of this study is to identify the frequency distribution of the influences of the

LGBTQIA+ Community towards to the gender identity of the teenagers’ ranges from 13-20 years

old in Zamboanga City.

Given that the topic of this study was friendships and romantic relationships, this survey

asked teens about their sexual orientation and their gender identity. While the number of teens

responding who identified as LGTBQ was not large enough to use sexual orientation or gender

identity as a point of analysis, we share the data here for those who may be otherwise interested in

this data from a nationally representative sample of American teens ages 13 to 17 (Lenhart, et., al).

Other research has found varying percentages of the teen population describing themselves as gay,

lesbian, bisexual or unsure. Between 2001 and 2009, the Youth Risk Behaviour Surveillance study
surveyed teens in grades nine through 12 in nine states about their sexual orientation, and found

that between 90% and 94% identified as heterosexual, 1% to 3% identified as gay or lesbian, 3% to

5% of teens identified as bisexual and 1% to 5% stated that they were unsure of their sexual

orientation (Lenhart, et., al).

Up to 1.6 million young people experience homelessness in the United States every year.

Forty percent of them identify as LGBT (lesbian, gay, bisexual or transgender), according to a

2012 study conducted by the Williams Institute at UCLA Law. It’s estimated that LGBT youth

represent about 7 percent of the population, which puts that 40 percent figure into heart-breaking

context. The study’s other findings are equally bleak: 46 percent of homeless LGBT youths ran away

because of family rejection of their sexual orientation or gender identity; 43 percent were forced out

by parents, and 32 percent faced physical, emotional or sexual abuse at home (Seaton, 2017).

The Youth in Thailand often assumed to be enlightened on LGBT rights, report a surprisingly

high level of anti-gay sentiment. In a recent poll of Thais aged 15- to 24-year-olds, more than one-

quarter said they perceive homosexuality as “really wrong.” Another 29 percent considers it “not so

terrible” but still wrong. (The rest, 44 percent, called homosexuality “not wrong at all.”). Gay men

are tolerated in Thai society, especially if they adhere to foppish stereotypes. Transgender women —

so prominent in the world’s image of Thailand — are welcome too as long as they are garish

entertainers or sexual playthings, not objects of serious romantic love.

The researchers (Guadamuz, et. Al) explored the attitudes of LGBT students in Thai

secondary schools towards homosexuality. Students aged 12–19 years were surveyed in 393 public

institutions providing secondary-school education in six regions of Thailand, selected by a multistage

cluster sampling. Among 1088 LGBT-identified students, 378 (35%) reported negative attitudes

toward homosexuality. Factors associated with homo-negative attitudes in a multivariable logistic

regression analysis were identifying as a transgender (Adjusted Odds Ratio [aOR] 2.5, 95% CI 1.5-
4.1), having low academic performance (GPA scores of 2–3 [aOR 2.6, 95% CI 1.7-4.1] or less than 2

[aOR 2.1, 95% CI 1.5-2.]), and attending sexuality education classes covering topics such as bullying

LGBT students (aOR 1.9, 95% CI 1.2-3.1) and safe homosexual practices (aOR 2.1, 95% CI 1.7-

4.1). Sexuality education in its current form in Thai public schools may not be effective in reducing

homo-negative attitudes of LGBT-identified students. A more comprehensive sexuality education

emphasising gender and rights along with strategies addressing social disparities due to sexual

orientation is needed to enable Thai LGBT teens to accept their sexuality without shame and self-

disrespect (Guadamuz, et al., 2019).

The researchers, analysed data from the men’s subsample of the Young Adult Fertility and

Sexuality Survey 3, a national population-based study of 8,042 Filipino men ages 15 to 24.

Significant disparities in suicide risk along sexual orientation were found among male youth, with

Filipino gay and bisexual men reporting higher levels of suicide ideation, but not suicide attempt.

The odds for suicide ideation was more than two times greater among young same-sex attracted

Filipino men compared to heterosexuals (OR = 2.09; 95% CI 1.50-2.93). These effects were partly

accounted for by depression, recent suicide attempt of a friend, and experiences of threat and

victimization. Similar to findings in the global LGBT psychology literature, this analysis – the first

to do so in the Philippine context – indicates that sexual orientation appears to be significantly

associated with suicide risk, with young Filipino gay and bisexual Filipino men at disproportionately

higher risk for suicide ideation than heterosexual peers (Manalastas, E. J. (2013).

This report is based on interviews and group discussions conducted in 10 cities on the major

Philippine islands of Luzon and the Visayas with 76 secondary school students or recent graduates

who identified as LGBT or questioning, 22 students or recent graduates who did not identify as

LGBT or questioning, and 46 parents, teachers, counsellors, administrators, service providers, and

experts on education. It examines three broad areas in which LGBT students encounter problems—

bullying and harassment, discrimination on the basis of sexual orientation and gender identity, and a
lack of information and resources—and recommends steps that lawmakers, DepEd, and school

administrators should take to uphold LGBT students’ right to a safe and affirming

educational environment.

Whether or not sexual minorities in the Philippines higher education system are socially

acceptable is not clear. This article specifically investigates the acceptance of gay and lesbian

university students in the Philippines and implications for international gay or lesbian students’

sociocultural transition. We sampled opinions of both local and international students in all the

academic departments of a private university in the province of Cavite. The participants were

selected using a proportionate stratified convenience sampling technique according to which they

were grouped by academic department and chosen based on their availability, proximity, and

convenience. We administered surveys to 368 registered students in 2011. Of the 368 questionnaires

distributed, 358 responses were received, which constitutes a 97.3% response rate. Using transition

theory, the article argues that the attitude toward sexual orientation had some negative implications

for gay and lesbian international students transitioning into the sociocultural environment of the

Philippines (Adeyemo, 2020).

Statement of the Problem

This study aims to determine the Influences of the LGBTQIA+ Community towards to the

Gender Identity of the Teenagers of Zamboanga City

Specifically, this study seeks to answer the following questions:

1. What is the frequency distribution of the teenagers that influenced by LGBTQIA+

Community?
 2. What is the influences of LGBTQIA+ Community towards to the gender identity of the

teenagers?

3. What is the proportion of the teenagers who are influenced by the LGBTQIA+

Community and the number teenagers who are not influenced by the LGBTQIA+

Community?

Significance of the Study

This study will be undertaken to examine the influence of LGBTQIA+ Community towards

the Gender Identity of Teenagers in Zamboanga City. Rendered by the students of Baliwasan

Senior High School-Stand Alone in Zamboanga City. Benefiting the study are the various

sectors as follows:

Operational Definition of Terms

To ease out difficulty of communication, the following terms are defined operationally:

LGBTQIA+ Community- Lesbian, Gay, Bisexual, Transgender, Queer, Intersexual, Asexual, and

etc. Community that influences teenagers.

Teenagers- refers to the participants’ ages from 13-20 years old.

Influences- This refers to the effect of the LGBTQIA+ Community towards to the gender identity of

the teens.

Gender Identity- This refers to the gender role of a teenager.

Barangay- This refers to Barangay Tumaga, Barangay Sta Maria, Barangay Sutterville, and

Barangay Upper Calarian where the survey was conducted.

TEENAGERS
 The findings of this research will help the teenagers for their self - realization and provide a

significant information from their existing queries and allow to self-identity as a LGBT for the

purpose to become a functional individual in the society.

LGBT COMMUNITY

The outcome of the study will be beneficial to the LGBT Community for them to be able to

see the contextual factors and to understand the power they have to influence the young generation

towards gender identity and to minimize negative factors for the identity development process of

teenagers.

PARENTS

The result of the study will provide a better understanding to the parents to gender identity of

their children to acknowledge the established rights of LGBT Community to see a positive trajectory

as their children grow up with variations in sexual orientation around them.

COMMUNITY BARANGAY

The results will benefit the community barangay to have a better enlightenment and

understanding on the LGBT Community in order to take a positive actions and provide opportunity

to the gender identity as LGBT and to legitimize LGBT rights.

OTHER RESEARCHERS

The study will be beneficial to the neither present researchers or the future researchers to

collect data and information regarding LGBT Community to identify negative and positive factors

that may affect and be beneficial to the following sectors of the study.

Scope and Delimitation

Identity of the Teenagers in Zamboanga City. The study utilized descriptive research design. This

study specifically covers four barangays from both districts one and two divided into their distance

from downtown: Barangay Tumaga, Barangay Sta. Maria, Barangay Sutterville, and Barangay Upper

Calarian. The respondents were 80 teenagers’ ages from 13-20 years old from the said Barangays.

This was conducted during the first semester of the academic year 2020-2021.

Operational Definition of Terms

To ease out difficulty of communication, the following terms are defined operationally:

LGBTQIA+ Community- Lesbian, Gay, Bisexual, Transgender, Queer, Intersexual, Asexual, and

etc. Community that influences teenagers.

Teenagers- refers to the participants’ ages from 13-20 years old.

Influences- This refers to the effect of the LGBTQIA+ Community towards to the gender identity of

the teens.

Gender Identity- This refers to the gender role of a teenager.

Barangay- This refers to Barangay Tumaga, Barangay Sta Maria, Barangay Sutterville, and

Barangay Upper Calarian where the survey was conducted.

REVIEW OF RELATED LITERATURE

Conceptual Literature

This chapter presents studies and literature about the gender identity of the teenagers

considering the community influence for lesbian, gay, bisexual, and transgender youth. This is an

essential part of the study in order to provide rich information on what has been studied and

implemented in other countries and in the local-based context.

In an evolving world, we seem to slowly accept what hasn’t been accepted before. From

our races or color to the tiniest detail such as clothing. Another one is one’s gender, little by little

many people from around the world heterosexual or not are slowly coming to understanding and

accepting them/themselves. Multimedia platforms such as television, Twitter, Tiktok, and more

makes it much easier for us to express ourselves. Ever since Ellen DeGeneres made television

history by coming out of the closet on her popular primetime sitcom Ellen in 1998, gay and

lesbian characters have become increasingly prominent in the media ( Gross, 1994, and Hart,

2000). Although there appears to be a biological basis for same-sex attraction (Rahman &

Wilson, 2003), each individual who experiences this attraction will likely develop a distinct

sexual identity due in part to the influence of such cultural factors. In interviews with lesbian

participants from varying age groups, (Parks 1999) found that participants' sexual identity

development, including the timing and the meanings ascribed to developmental events such as

coming out, was related to the social and cultural context in which participants developed. Thus,

contextual factors, including the effects of the media, should be considered when studying GLB

identity. Despite having the same tasks as a teenager, one’s homosexuality is a large factor to get

discriminated. Bisexual and transgender (LGBT) youth experience typical tasks of adolescence,

but may also face heterosexist and homophobic environments and LGBT-related victimization
that can lead to greater risk of poor psychological outcomes compared to non-LGBT youth

(Hackimer and Proctor, 2013). Our country is not excluded when we discuss about the

discrimination towards gay, lesbian, bisexual, and transgender. The Philippines is considered as

a gay-friendly country. However, it is reported that Filipino Lesbian, Gay, Transgender and

Bisexual (LGBT) community, especially LGBT students are struggling with bullying and

discrimination from families, communities and schools (Breinholt, 2018). However, also showed

that the positive effects of role models on children's self-concepts were produced when the

children in the study were exposed to positive characters who were similar to themselves

(Ochman,1996)

The youths need to feel safe and accepted in order to take the risks associated with academic

and social development (Bluestein, 2000; Merrow, 2004). Educators also need to feel safe and

accepted in order to provide the best education to these students. Leithwood & McAdie (2007)

provided evidence that educators who felt safe had a higher level of professional efficacy, which

in turn contributed to increased youths achievement. To date, only one comprehensive

quantitative study (Juul & Repa, 1993) has been published that examines the relationship

between level of “outness” being open about their sexual orientation for LGBT youths and

educators. These results, however, are somewhat outdated and do not provide further details

about factors that contribute to these educators’ perceptions of the youths at their identity. The

purpose of this research is to understand the workplace or school climate for LGBT educators as

perceived by the LGBT educators to themselves. School climate has been defined in a variety of

ways. One of the most useful definitions for this study comes from Ellis (1988) who defined

climate as the aggregate of indicators, both subjective and objective, that convey the overall

feeling or impression one gets about a school. Even though Juul & Repa (1993) do not use the
word “climate” in their terminology, their findings contributed to our understanding of factors

influencing professional experiences among LGBT community.

Related Studies

The following literatures were analysed and it revealed the factors affecting the quality life of

teenagers, the effects of the LGBTQIA+ Community to their gender identity and the experiences

being influenced by the LGBTQIA+ Community, as well as the difficulties which they commonly

encounter.

In the past three decades there has been growing attention to lesbian, gay, bisexual, and

transgender (LGBT) youth among adolescence researchers. Beginning with a few seminal studies on

the risk-factors, particularly suicide, faced by lesbian and gay youth (Martin and Hetrick, 1988),

research on these populations has emerged over the past 30 years as an important and critical area

within the study of adolescence. Despite the proliferation of research, investigations of LGBT youth

still remain largely oriented toward studying deficits such as the role of victimization on mental and

physical health, academic achievement, and identity development (Espelage and Swearer, 2008). 

Attempts have been made to understand sexual orientation and gender identity-related health

disparities among youth. It has been argued that sexual minority youth experience stress associated

with society’s stigmatization of homosexuality and of anyone perceived to be. This “gay-related” or

“minority” stress is experienced at the hands of others as victimization. It is also internalized, such

that sexual minorities victimize the self by means, for example, of possessing negative attitudes

toward homosexuality, known as internalized homosexual negativity or homophobia (Katz-wise et

al., 2017).

Empirical attention on the relationship between the media and GLB identity can be justified

by the role of contextual factors in GLB identity development (Hammack, 2005). Indeed, the GLB

identity development process, including the realization of one's same-sex sexual desires and coming
out, has been conceptualized as a dynamic process that is mediated by the cultural and historical

context in which GLB individuals live (Hammack, 2005). Although there appears to be a biological

basis for same-sex attraction (Rahman &Wilson, 2003), each individual who experiences this

attraction will likely develop a distinct sexual identity due in part to the influence of such cultural

factors. For example, in interviews with lesbian participants from varying age groups. Parks (2009),

found that participants' sexual identity development, including the timing and the meanings ascribed

to developmental events such as coming out, was related to the social and cultural context in which

participants developed. Thus, contextual factors, including the effects of the media, should be

considered when studying GLB identity.

Recent study assessed the relationship between family rejection in adolescence and the health

of LGB young adults (Ryan et al., 2009). That study showed clear associations between parental

rejecting behaviours during adolescence and the use of illegal drugs, depression, attempted suicide,

and sexual health risk by LGB young adults. Prior research clearly points to the role of family

rejection in predicting health and mental health problems among LGB adolescents and adults, yet at

the same time, while it is known that initial parental reactions to the disclosure of LGB identity may

be negative—sometimes including ejection from the home—research has also shown that after

parents become sensitized to the needs and well‐being of their LGB children, many family

relationships improve (D'Augelli et al., 2005).

Reports about researchers who study family reactions to their children's LGBT identity

indicate that parental acceptance and rejection are different constructs (Perrin et al., 2004); thus,

accepting and rejecting behaviors can co‐occur as families adjust to learning about their child's

LGBT identity. Nevertheless, the focus of prior research has been largely on compromised parent–

adolescent relationships for LGB young people. Yet given the changes in public visibility and

attitudes about LGBT people and issues over the course of past decades (Savin‐Williams, 2005),

some families react to learning about their child's LGBT identity with acceptance (Ryan, 2009a).
 Scores on family acceptance range from lowest to highest possible: 0–55. The average score

is 23.9, with a standard deviation of 15.2. The distribution is remarkably flat (the skewness is 0.25

and Kurtosis is −0.98): The participants in this study included a wide range of family accepting

experiences during adolescence.

The sample included roughly equal numbers of young adults who self‐identified as male and

female; 9% of the sample identified as transgender. Seventy percent identified as gay or lesbian

(42% gay; 28% lesbian), 13% identified as bisexual, and 17% reported an alternative sexual identity

(among these, 35 participants wrote in “queer”). There were no statistical differences in the average

levels of family acceptance based on sexual identity (gay/lesbian, bisexual, versus other sexual

orientation), gender (male versus female), or transgender identity.

The sample was evenly divided between Latino and non‐Latino white participants; 19% were

born outside the United States. Whites reported higher average levels of family acceptance.

Immigrant status was strongly associated with family acceptance: Those born in the United States

reported higher family acceptance compared with immigrants. Childhood religious affiliation was

linked to family acceptance; participants who reported a childhood religious affiliation reported

lower family acceptance compared with those with no religious affiliation in childhood. Childhood

family religiosity was also linked to family acceptance; highly accepting families reported low

religiosity compared with the high religiosity among low accepting families. Finally, we find

evidence of a link between social class and family acceptance such that highly accepting families had

higher parental occupational status compared with those that scored low on acceptance (statistical

analyses available from authors on request).

They rely on the belief that sexual and gender minority individuals are not worthy of the

compassion and respect owed to heterosexual and cisgender people, and, in fact, may not be

welcome in that state. When young people who are gay or transgender receive these messages, the
struggles they already may be facing in coming out or transitioning may become compounded. Even

in the absence of discriminatory laws, sexual and gender minority youth disproportionately

experience depression, anxiety, self-harm behaviours, and suicidal (Shumer et al., 2016).

  Laws such as those proliferating in the US can only worsen the struggles of LGBT youth;

indeed, one study found that perceived discrimination is an important mediator for negative mental

health symptoms among adolescents who are LGBT. Specifically, youth reporting perceived

discrimination were more likely to also report self-harm, suicidal ideation, and depressive symptoms

(Shumer et al., 2016).

The main concern of the researchers in this study is to identify the influences and frequency

distribution of the LGBTQIA+ Community towards to the gender identity of the teenagers. The

related literatures and studies presented above were similar because it focuses its concern towards to

the acceptance, effects, and influences of LGBTQIA+ Community to the gender identity of the

teenagers. On the other hand, the areas being studied by the researchers were only limited to some

barangays which is the focus of the study. Most of the authors have shown older results of the family

acceptance, experiences of the LGBT Youth, and also the effects of the LGBT Community to the

gender identity of the teenagers. Thus, in order to cover the increasing population of the LGBT

teenagers, the government and locals implemented a rights wherein LGBT is present; LGBT Rights.

This is will also improve the relationship between the LGBT teenagers and parents. The effects,

factors and issues stated above were also observed by the researchers in the local setting.

Theoretical Framework

These study supported by the following theories: Macro Theory and Functionalist Theory A

Macro Theory is a sociological theory designed to study the larger social, global, and societal level

of sociological phenomena. This theory was founded by a German philosopher, economist,

society's elite members against the masses of poor.

Functionalist Theory claims that society is in a state of balance and kept that way through the

function of society's component parts. This theory has underpinnings in biological and ecological

concepts. Society can be studied the same way the human body can be studied - by analysing what

specific systems are working or not working, diagnosing problems, and devising solutions to restore

balance. Socialization, religious involvement, friendship, health care, economic recovery, peace,

justice and injustice, population growth or decline, community, romantic relationships, marriage and

divorce, and normal and abnormal family experiences are just a few of the evidences of functional

processes in our society.

These theories can be used to study any individual and collective behaviours that could be a

help to understand the perspective of a person. LGBT community are discriminated by their

existence just because of their appearance and behaviours. Functionalist theory can be a basis that

even LGBT has also the right to influence the people within the society and in the online world

which is social media.

Conceptual Framework

The figure below shows the schematic diagram of the conceptual framework. It is composed

of the three different variable which are the independent, dependent and intervening variables.

Independent Variable Dependent Variable

Influences of LGBTQIA+ To the Gender Identity of the

Intervening Variable

The conceptual framework shows the independent variables which is the influences of LGBT

community towards to the citizens as well as to the dependent variable which specially involves the

teenagers. It is also show the intervening variable which is the setting of the citizens, where mostly

the teenagers are residing.

Research Hypothesis

This study is guided by the following null hypotheses.

Ho 1. There is no frequency distribution of the teenagers that influenced by LGBTQIA+

Community

Ho 2. There is no influences of LGBTQIA+ Community towards to the gender identity of the

teenagers.

Operational Definition of Terms

To ease out difficulty of communication, the following terms are defined operationally:

LGBTQIA+ Community- Lesbian, Gay, Bisexual, Transgender, Queer, Intersexual, Asexual, and

etc. Community that influences teenagers.

Teenagers- refers to the participants’ ages from 13-20 years old.

Influences- This refers to the effect of the LGBTQIA+ Community towards to the gender identity of

the teens.

Gender Identity- This refers to the gender role of a teenager.

Barangay Upper Calarian where the survey was conducted