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The document discusses conducting a qualitative study to explore the academic experiences of LGBTQ+ students in the Alternative Learning System (ALS) program in the Philippines. It will involve interviewing and observing LGBTQ+ ALS students to understand their unique challenges and successes. The goal is to use the students' stories to recommend ways to make ALS more supportive and inclusive for LGBTQ+ students.

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28 views

Document 2.0

The document discusses conducting a qualitative study to explore the academic experiences of LGBTQ+ students in the Alternative Learning System (ALS) program in the Philippines. It will involve interviewing and observing LGBTQ+ ALS students to understand their unique challenges and successes. The goal is to use the students' stories to recommend ways to make ALS more supportive and inclusive for LGBTQ+ students.

Uploaded by

judyvillarba2
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter I

A qualitative inquiry on the Academic journey of LGBTQ+ ALS students.

Introduction

Explores the real experiences of LGBTQ+ students dealing with ALS while
going through school. We want to understand the unique challenges and successes they
face. As schools aim to include everyone, we’re shining a light on the personal and health
struggles of these students. By sharing their stories, we hope to contribute to the
conversation about making schools more welcoming for everyone. Our goal is to offer
practical insights for teachers and support teams to create a better and more inclusive
school environment for a diverse range of students.The Alternative Learning System
(ALS) in the Philippines serves as a vital avenue for individuals who have not had the
opportunity to complete formal education. Among the diverse groups accessing ALS are
LGBTQ+ individuals, who face distinct challenges related to their sexual orientation,
gender identity, and societal attitudes. Despite the growing recognition of LGBTQ+
rights globally, disparities in educational access and experiences persist, particularly in
contexts like the Philippines where cultural and social norms may hinder LGBTQ+
individuals’ educational attainment. This study seeks to address this gap by exploring the
academic journey of LGBTQ+ ALS students, shedding light on their experiences,
struggles, and triumphs within the educational landscape. (Tanalan 2024)

The academic journey of LGBTQ+ ALS (Alternative Learning System) students


is a multifaceted experience that warrants exploration. While mainstream educational
narratives often overlook the unique challenges and triumphs faced by LGBTQ+
individuals, it is essential to recognize and understand the complexities inherent in their
educational pursuits within alternative learning environments. This qualitative inquiry
seeks to delve into the lived experiences of LGBTQ+ ALS students, shedding light on their
educational pathways, barriers encountered, support systems accessed, and the
implications of their identities on their academic journeys. By centering their voices and
narratives, this study aims to contribute to a more inclusive understanding of education
and provide insights for fostering supportive learning environments for LGBTQ+ ALS
students.(Allan 2019)The academic journey of LGBTQ+ ALS (Alternative Learning System)
students can vary significantly depending on various factors such as support systems,
inclusivity of the learning environment, and personal experiences. Some LGBTQ+ ALS
students may face challenges related to discrimination, bullying, or lack of
understanding from peers and educators. However, with supportive environments and
inclusive policies, these students can thrive academically, just like their peers. It’s
essential for educational institutions to create safe and welcoming spaces for all
students, regardless of their sexual orientation, gender identity, or expression.(villarosa
2019)
In the Phillipines,major problem that LGBTQ+ students might vary greatly
based on their surroundings, support systems, and societal attitudes. Some may
experience discrimination, harassment, or a lack of understanding from peers or
professors, whilst others may find acceptance and support within their learning
environment. Educational institutions must foster inclusive settings in which all students
feel safe and valued, regardless of sexual orientation or gender identity. Furthermore,
providing resources and support networks specialised to LGBTQ+ kids might help
address their specific needs and concerns.Over the past decades, there’s been
enormous progress of the LGBT rights Globally and locally. Recently, the United States of
America Supreme Court mandate An order to legalize the same-sex marriage. The
landmark decision of the United States Supreme Court rolling LGBT rights as a legal
rights raised hope among members of theLGBT community that the same could also be
legalized in the country. As what Jonas Bagas, executive director of the pro-LGBT rights
group, said, “The US court decision Will reverberate in other corners of the world
(Philippine Star, 2015).”Instead of just looking at numbers, we’re talking to students to
really understand their stories. We want to know about the things that make school hard
or awesome for them. Our main goal is to use these stories to make ALS better for
LGBTQ+ students. We hope to find ways to make sure everyone, no matter who they are,
feels supported and included in their learning journey.

SIGNIFICANCE OF THE STUDY

A qualitative inquiry into the academic journey of LGBTQ+ ALS (Alternative


Learning System) students is significant as it provides an in-depth understanding of their
unique experiences, challenges, and successes. This research can contribute valuable
insights to educational policies and practices, fostering a more inclusive and supportive
environment for LGBTQ+ learners in alternative learning settings.

Research Design

We’re talking to LGBTQ+ students in the Philippines who are part of the ALS
program. Through interviews and observations, we want to understand their
experiences – the challenges and successes. The goal is to use their stories to suggest
ways to make ALS more supportive and inclusive for LGBTQ+ students.
Limitations:

Same Experiences: If everyone in the LGBTQ+ ALS student group is similar, the study
might miss out on different stories from the larger LGBTQ+ community.
Hard to Find Participants: It could be tough to find a diverse group of LGBTQ+ ALS
students, making it tricky to show a wide range of experiences.
People Pretending: The group setting might make students act in a way they think is
expected, rather than sharing their true experiences.
Things Changing: External things like new ALS rules or societal changes might happen,
affecting how relevant the study's findings are.
Delimitations:

One ALS Program: The study is looking at one specific ALS program, so what we learn
might not apply to other ALS programs that work differently.
Specific Place: It's focusing on a certain location, understanding that LGBTQ+ experiences
might be different in other places.
Certain Age Group: The study might only look at a certain age group in the LGBTQ+ ALS
student community, recognizing that experiences can vary between younger and older
students.

Organization of the study

In this study, we’re exploring the school experiences of LGBTQ+ students in the ALS
program in the Philippines. The organization of our research involves three main parts:

Introduction: This sets the stage, explaining why we’re looking into the academic journey
of LGBTQ+ ALS students and why it matters.

Methods: Here, we detail how we’re doing the study. We’re talking to students, using
interviews and observations to understand their experiences. This part explains our
approach to gathering information.

Findings and Recommendations: The final section shares what we’ve learned. We’ll
discuss the stories we heard, highlight common themes, and suggest ways to make ALS
more supportive for LGBTQ+ students.

Through this organization, we aim to offer a clear and insightful look into the
experiences of LGBTQ+ students in the ALS program, providing recommendations for
positive changes in the educational journey of this community.
Theoretical lens

If we follow the recent history and theory of sexuality, we are asked to assume
that sexuality is a social fact. What is imagined as sexuality, its personal and social
meaning and form, varies historically and between social groups. Indeed, if we are to
take seriously Foucault’s The History of Sexuality (1980), the very idea of sexuality as a
unity composed of discrete desires, acts, developmental patterns, and sexual and
psychological types is itself a recent and uniquely “modern” Western event. For
example, the ancient Greeks imagined a sphere of pleasures (aphrodisia) which included
eating, athletics, man/boy love, and marriage, not a realm of sexuality (Foucault 1985).
This new theorizing figures sex as thoroughly social: bodies, sensations, pleasures, acts,
and interactions are made into “sex” or accrue sexual meanings by means of discourses
and institutional practices. Framing “sex” as social unavoidably makes it a political fact.
Which sensations or acts are defined as sexual, what moral boundaries demarcate
legitimate and illegitimate sex, and who stipulates this are political. Paralleling class or
gender politics, sexual politics involve struggles around the formation of, and resistance
to, a sexual social hierarchy (Rubin 1983).

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