CHAPTER 1

INTRODUCTION

Background of the study

In June 2017, Human rights watch released a short video highlighting the plight of " David Bonifacio a
Filipino LGBT Student, who experienced discrimination for being gay he claimed that he concealed his
gender to prevent discrimination and that he is ashamed to reveal it to the public because his
classmates assume that being gay is far worse than doing drugs, he further stated that he was
discriminated against by his teacher in front of everyone and he felt ashamed and humiliated for being
called out.

In canada,Protests and counter-protests over LGBTQ school policies took place in Toronto on
Wednesday, with many more happening across the country. The initial protests were organized under
the banner of '1 Million March 4 Children' to 'protect our children from indoctrination and
sexualization,' according to the group’s website. Counter-protests took place in response, with
thousands gathering at places like Queen’s Park. Some parents and socially conservative groups are
protesting LGBTQ-inclusive education policies in the classroom and in extracurricular settings under the
banner of parental rights. Critics and researchers say the term "parental rights" is a misnomer because it
doesn't address the concerns of LGBTQ parents or parents of LGBTQ children.

The Philippines has a long history of robust LGBT advocacy. In 1996, LGBT individuals and groups held a
solidarity march to commemorate Pride in Manila, which many activists describe as the first known
Pride March in Asia. Lawmakers began introducing bills to advance the rights of LGBT people in the
country in 1995, including variations of a comprehensive anti-discrimination bill that has been
reintroduced periodically since 2000.

In the absence of federal legislation, local government units across the Philippines have begun to enact
their own anti-discrimination ordinances that prohibit discrimination on the basis of sexual orientation
and gender identity. As of June 2017, 15 municipalities and 5 provinces had ordinances prohibiting some
forms of discrimination on the basis of sexual orientation or gender identity.[3] Attitudes toward LGBT
people are relatively open and tolerant; a survey conducted in 2013 found that 73 percent of Filipinos
believe “society should accept homosexuality,” up from 64 percent who believed the same in 2002.[4]
President Rodrigo Duterte has generally been supportive of LGBT rights as well. During his time as
mayor, Davao City passed an LGBT-inclusive anti-discrimination ordinance, and on the campaign trail, he
vocally condemned bullying and discrimination against LGBT people.

More often than not, Philippine schools’ infamous uniform policies have had little leeway for LGBTQIA+
students to express their gender identity. But, ICYMI, a significant leap has been made following the
Department of Education’s (DepEd) reiteration of the Gender-Responsive Basic Education Policy.

What is DepEd Order No. 32 s. 2017 or Gender-Responsive Basic Education Policy?

Signed in 2017, DepEd’s Gender-Responsive Basic Education Policy integrates “the principles of gender
equality, gender equity, gender sensitivity, non-discrimination, and human rights” in elementary and
high schools across the country.

The 2017 DepEd order hopes to ensure students are protected from gender-related violence, abuse,
exploitation, discrimination, and bullying, as well as to promote gender equality and non-discrimination
across levels.

In this move, schools will need to operate under a more gender-responsive framework for its student
and employees, while also ensuring gender equality in staffing and their work environment.

For this reason, the researchers aim and desire to lessen the casesof discrimination to the LGBTQ
Community. And to know the influence of gender discriminations in LGBTQA+ Community student in the
classroom asking for their experiences as a member of the said community.

Statement of the problem

The objective of this study is to know the influence of gender discrimination to the LGBTQA+ Community
Student. Particularly, it ought to answer the following question.

1. What are the psychological and emotional effects of gender discrimination on LGBTQIA students
within the academic setting?

2.How does gender discrimination in the classroom affect the overall academic performance and well.
being of LGBTQIA students?

3. How does the classroom climate, including teachers attitudes and peer interactions contribute to or
mitigate the impact of gender discrimination on LGBTQIA+ students?

Scope and Delimitation of the study

The respondents of this study were the members of the LGBTQ community in Milbuk National
High School at Barangay Milbuk, Palimbang Sultan kudarat. It's main purpose is to identify the common
problems that they encounter and to propose possible solutions regarding this problem that they
encounter and to propose possible solution regarding this problem

This study considers every aspects of students personal information that has an impact on their
academic performance such as their gender, age and home location.
Theoretical framework

The word "queer" in queer theory has some of these connotations, particularly its alignment with ideas
about homosexuality.

Queer theory is a brand-new branch of study or theoretical speculation; it has only been named as an
area since about 1991. It grew out of gay/lesbian studies, a discipline which itself is very new, existing in
any kind of organized form only since about the mid-1980s. Gay/lesbian studies, in turn, grew out of
feminist studies and feminist theory. Let me tell you a little about this history. (It's interesting in its own
right, because it is literally happening under our noses, in our classrooms, at this moment; it's also
interesting as a way of seeing how theoretical movements or schools grow out of other schools, as
we've already seen with the bricolage that emerges from Saussure to Derrida to Lacan to Cixous and
Irigaray.

Queer theory is a type of critical theory that prompts examining how sex, gender,sexual orientation, and
gender identity are socially constructed. Rooted in understandings of how “attitudes, behaviors, and
pervasive and systematic social arrangements” exploit and subordinate groups (Bohmer & Briggs, 1991),
queer theory notes that homophobia, transphobia, cis-genderism, and dominant notions of sex and
gender are hierarchical, exclusionary, and violent tools to persecute those with LGBTQ identities
(Sedgwick, 2008). Further, queer theorists posit that identities themselves are not natural (i.e., they are
no “givens” but are constructed), are performative, and are not inherently stable (but they are stable to
the degree to which they become repetitive behaviors). Queer theorists encourage visibility of identity
and nonconformity and critique notions that there are “normal” and “abnormal” identities

(Dwyer, 2020; Taylor, 2013)

Conceptual framework

Significance of the study

This study will guide and help the law –makers in making such lawsthat will protect the
LGBTQ community and also for the LGBTcommunity empowerment

The parents of the LGBTQ members will realize that they must and they should accept their
sons and daughters who ever they are, whatever their gender preference is.

The study will enlighten the mind of other people that they should not discriminate the
members of the LGBTQ community.
To the researcher: This study will support and encourage researchers to be good readers and
find solutions to issues, especially on the LGBTQ student experience: The influence of gender
discrimination in the classroom setting, that may affect our personalities as a future educator.

To the Respondents: When these problems arise, this research helps people recognize them
and come up with fresh solutions or alternative methods to handle the challenges.

To the Department of Education

Create a system to gather and publish data about bullying on the basis of sexual orientation and
gender identity in schools. Revise forms to more clearly differentiate and record incidents of
gender-based bullying on the basis of sex, sexual orientation, and gender identity, and include
these categories on all forms related to bullying, abuse, or violence against children.

Revise the standard sexuality education curriculum to ensure it aligns with UNESCO’s guidelines
for comprehensive sexuality education, is medically and scientifically accurate, is inclusive of
LGBT youth, and covers same-sex activity on equal footing with other sexual activity.

Issue an order instructing schools to respect students’ gender identity with regard to dress
codes, access to facilities, and participation in curricular and extracurricular activities.

To School Administrators

Adopt anti-bullying and anti-discrimination policies that are inclusive of sexual orientation and
gender identity, inform students how they should report incidents of bullying, and specify
consequences for bullying.

To the LGBTQIA Community This research study aims to explore the specific ways in which gender
discrimination affects LGBT students in educational settings. It focuses on the experiences of LGBT
individuals and how gender norms and biases in the classroom contribute to discrimination, hinder their
academic performance, and impact their overall well-being.

And lastly, the future researcher will have their best to become successful researcher.it will serve as
their reference in conducting their research.

Scope and Delimitation of the study

The respondents of this study were 30 members of the LGBTQ community in Milbuk National
High School at Barangay Milbuk, Palimbang Sultan kudarat.

Definition of terms

The following words or group of words were defined operationally as they were used in the
research study
LGBTQIA+ is an acronym for Lesbian, Gay, Bisexual, Transgender/Transsexual,
Queer/Questioning, Intersex, Asexual. The acronym has grown over time and you will often see
it as LGBT, LGBTQ+, or LGBTQIAPP+.

Student Experience This experience is associated with verbal harassment (e.g.,

being subject to name calling), physical harassment (e.g., being pushed or
shoved), and physical assault (e.g., being punched or kicked) because of sexual
identity and gender identity/expression.

Gender Discrimination Members of the LGBTQ community still suffer pernicious

and blatant gender bias in all areas of public and private life, including housing,
employment, opportunities in academic settings, in the ability to buy goods and
services, and in the opportunities to participate meaningfully in our society's
decision making processes.

Academic Performance The academic performance of LGBTQIA+ students can be

influenced by a variety of factors, many of which are tied to the acceptance and
support they receive in their school environment.

Psychological effect Gender discrimination can have profound psychological

effects on LGBTQA students. It can lead to feelings of isolation, depression,
anxiety, and low self-esteem. These students may also experience higher levels of
stress and mental health issues due to the discrimination they face.

Emotional Effect The emotional impact of gender discrimination on LGBTQA

students can be quite severe. It can lead to a range of negative emotions and
feelings that can affect their overall well-being.

Classroom Climate Creating a positive and inclusive classroom climate for LGBT
students is crucial for their academic success and emotional well-being.

Teacher attitude A teacher's attitude towards LGBTQIA+ students can significantly

impact these students' academic performance, mental health, and overall school
experience.

Peer interactions play a significant role in the well-being and academic

experience of LGBTQIA+ students.
CHAPTER III
METHODOLOGY
This chapter describes the research design that was used, the respondents, the study's

location, the sample and sampling method, the equipment, instrument administration,

and the statistical tool of analysis.

Research Design

Descriptive and evaluative research methods were used by the researcher. In

descriptive research, data are gathered using methods including closed-ended scales,

open-ended survey questions, observation, and interviews to describe a phenomenon

that may or may not be quantitative.

Sampling Technique

Purposive sampling was employed by the researcher. By using a technique

called purposeful sampling, you can find people in the population who are more likely to

have certain traits or experiences.

Respondents of the Study

The respondents of this study were the LGBTQIA+ student of Milbuk National

High school, at palimbang Sultan kudarat

Locale of the study

The research study will be conducted at schools in Milbuk National High school

at Barangay Milbuk, Palimbang Sultan kudarat.

Data Gathering Instrument

The researcher adopted a survey questionnaire that would answer the statement.
 Part 1. What are the psychological and emotional effect of gender discriminations
on LGBTQIA STUDENTS in academic setting.

Part 2. How does gender discriminations in the classroom affect overall

academic Performance and well being of LGBTQIA students?

Part 3. How does the classroom Climate, Including teachers attitudes and peer

interactions contribute to or mitigate the impact of gender discriminations on LGBTQIA

students?

The choices on part I, part II and III were stated in five (5) point rating scale

wherein respondents will indicate their chosen answer by checking on the space

provided under the following rating:

Data Gathering Procedures

The procedures of this study was presented in figure 2, water fall

diagram.

Statistical Treatment

To identify the effects of gender discriminations in LGBTQA student, the

researcher will use a frequency, percentage, and mean.

Percentage

The percentage will help the researcher to determine the frequency

counts and the percentage distribution of the data. The researcher will divide the

frequency (f) over the total number of respondents (n) to calculate the

percentage. Then the quotient will be multiplied by 100.

F=Fx 100

Frequency

In statistics the frequency (or absolute frequency) of an event is the

number ni of times event occurred in an experiment or study.

Mean

The average score determined by adding the score together and the

sum is divided by the number of scores.

Where:

=is the mean Σ=summation

Chi Square
 A statistical technique called the chi-square test is used to compare actual

outcomes with predictions.

χ2 = ∑(Oi – Ei)2/Ei

Where: Oi = observed value (actual value)

Ei = expected value.