THE EFFECT OF DISCRIMINATION IN LGBTQ STUDENTS THAT ARE

STUDYING IN STII SANITO OFF CAMPUS

A QUANTITATIVE RESEARCH

Presented to the faculty of Science, Technology, Engineering, and Mathematics

Sibugay Technical Institute Incorporated
Sanito Ipil Zamboanga Sibugay
In partial fulfillment of the requirements in
Practical Research 2

Alih , Saddaria
Batiancila, Chun Shin
Bendaño, Mark Gel
Besande, Rosejoy
Galliner , Kynna
Macuse , Mary Faith
Paez, Jessa Mae
Rogel, Jade
Sampatan, Nicole Diana
Sanopao, Wendel
 October 21, 2024
Chapter 1

Background of the study

Discrimination against LGBTQ+ individuals in educational institutions remains a global

concern, affecting students’ mental, emotional, and academic well-being. In the context of STII

Sanito Off-Campus, where inclusivity and diversity are expected to thrive, LGBTQ+ students

may still face challenges stemming from societal stigma, cultural biases, and peer discrimination.

Understanding the specific effects of discrimination within the STII Sanito Off-Campus

is vital to developing strategies for creating a more supportive environment. This involves

addressing not only direct forms of harassment but also institutional practices that may

inadvertently marginalize LGBTQ+ students. Ensuring that these students feel safe and accepted

is critical for their personal development and academic success.

This study aims to explore the effects of discrimination on LGBTQ+ students studying at

STII Sanito Off-Campus, examining how it influences their academic performance, mental

health , and overall school experience. The findings from this research will contribute to policy

recommendations and initiatives aimed at fostering a more inclusive and supportive educational

environment for all students, regardless of sexual orientation or gender identity.

Theoretical framework

The effect of discrimination in LGBTQ students that are studying in sanito off campus
 Discrimination is the process of making unfair or prejudicial distinction between people

based on the groups, classes, or other categories to which they belong or are perceived to belong

such as race , gender, age, age , religion, physical attractiveness or sexual orientation. It is the

most influencial humanity that we need to conduct on our school, we are able to overview the

lack of legal protection, mental health issue in discrimination

We can show the powerful influence to our fellow LGBTQ students, support towards

LGBTQ including in their personal aspects, education and politics with the goal of revealing

social power structure at what we play in our daily lives.

Counseling order LGBTQ adults of color: Relational-cultural theory in practice volume

11-issue 3.

Chan D. Chan, Camille D. Frank, Melisa D. Meyer, Aishwarya Joshi, Edson Andrade

Vargas, Nicole Silvero

According to the theory of christian di chan, camille d frank, milisa de meyer ,Ais warya

joshi edson , red vargas and nicole sivero which is the “counseling older LGBTQ adults of color:

RELATIONAL CULTURAL THEORY” all about lesbian, gay, bisexual, transgender and

queer lgbt communities have face a history of discriminatory incidents which the latest effects on

mental health and wellness compounded with other historically marginalized identities lgbt

people of color continue to experience this franchisement iniquities and invisibility leading to

complex experiences of oppression and resilience moving into later stages of lifespan
development older adults of color in lgbtq community navigate unique nounses within their

transitions the article address the following goals to connect the relation cultural theory as a

relevant theoretical framework for counseling with older lgbtq adults of color a explication of

conceptual and empirical research related to older lgbtq adults of color which may connect or

related to our topic.

According to the theory of FRANCIS KURIAKOSE and DEEPA KYLASAM which is

the LGBT Rights and Theoretical Perspectives Published online: 17 December 2020

The question of LGBT rights was first examined as part of gender and sexuality studies in

the 1980s, predominantly in the United States. This was a result of the LGBT movement that had

articulated the demand for equal rights and freedom of sexual and gender minorities a decade

before. Since then, the examination of LGBT rights has traversed multiple theoretical and

methodological approaches and breached many disciplinary frontiers. Initially, gay and lesbian

studies (GLS) emerged as an approach to understand the notion of LGBT identity using

historical evidence. GLS emphasized the objectives of the LGBT movement in articulating its

identity as an issue of minority rights within the ambit of litigation and case law. However, the

definition of LGBT identity as a homogeneous and fixed category, and the conceptualization of

equality rights as the ultimate project of emancipation, was critiqued on grounds of its normative

and assimilationist tendencies. Queer theory emerged in the 1990s as a counter-discourse to

GLS, using the individual-centric postmodern technique of deconstruction as the method of

analysis. This approach opened up scope for multiple identities within the LGBT community to
articulate their positionality, and reclaim the possibilities of sexual liberation that GLS had

previously obscured.

Subsequent scholarship has critiqued GLS and queer theory for incomplete theorization

and inadequate representation, based on four types of counter-argument. The first argument is

that queer theory, with its emphasis on self as an alternative for wider social interaction,

concealed constitutive macrostructures such as neoliberal capitalism, as well as the social basis

of identity and power relations. The second argument highlights the incomplete theorization of

bisexual and transgender identities within the LGBT community. For example, understanding

bisexuality involves questioning the universalism of monosexuality and postmodern notions of

linear sexuality, and acknowledging the possibility of an integrated axis of gender and sexuality.

Theorization of transgender and transsexual rights requires a grounded approach incorporating

new variables such as work and violence in the historiography of transgender life. The third

critique comes from decolonial scholarship that argues that intersectionality of race, gender,

class, caste, and nationality brings out multiple concerns of social justice that have been rendered

invisible by existing theory. The fourth critique emerged from family studies and clinical

psychology, that used queer theory to ask questions about definitions of all family structures

outside the couple norm, including non-reproductive heterosexuality, polyamorous relationships,

and non-marital sexual unions. These critiques have allowed new questions to emerge as part of

LGBT rights within the existing traditions, and enabled the question of LGBT rights to be

considered across new disciplinary fronts. For example, the incorporation of the “queer” variable

in hitherto technical disciplines such as economics, finance, and management is a development

of the early-21st-century scholarship. In particular, the introduction of LGBT rights in economics

to expand human capabilities has policy implications as it widens and mainstreams access of

opportunities for LGBT communities through consumption, trade, education, employment, and

social benefits, thereby expanding the actualization of LGBT rights.

According to the theory of EPHARAIM KEVIN SIBAYON, SIMANGELE MKHIZE

and SADIQ EWAODA AMALI which is the LGBT + victimization : A theorical discourse that

are publish on 13th of October 2023 it explain how LGBTQIA+ are victimized due to

discrimination and nonacceptance in their communities. Homosexual groups face a high risk of

violence, discrimination, and prejudice because of their sexual orientation. They are stigmatized

for their perceived sexual and/or gender “deviance” and rejected by the “straight” members of

society, leading to discrimination and violation. This discrimination often leads to homophobia,

which can result in violent attacks such as “corrective rape,” common assault, assault causing

grievous bodily harm (GBH), and other crimes. Many people view homosexuality as a sickness,

a sin, and even antihuman. The victimization of LGBTQIA+ is motivated by hate and intolerance

toward their sexuality, leading to trauma, depression, isolation, and fear. This victimization has a

significant impact on their lives, and many still live in fear, feeling unprotected. Consequently,

many remain “in the closet” due to fear of victimization .

Conceptual framework

This framework explains the impact of discriminition on the senior high school LGBTQ
students in stii. Some of the question needs to answer are about what are the different impact of
discrimination. Also the defferent impact of discrimination beetwen gender.

INDEPENDENT VARIABLE

Discrimination against LGBTQ students based

on their sexual orientation or gender identity
 INDEPENDENT VARIABLE
Different problems that can trigger the students
such as bullying anxiety and discrimination

DEPENDENT VARIABLES
Effect of discrimination that can
influence LGBTQ senior high school
students of STII on their academic
performance
Statement of the problem

This study aims to examine the effects of discrimination on LGBTQ students at STII

Sanito Off Campus. Specifically, it seeks to answer the following questions:

1. What are the common forms of discrimination experienced by LGBTQ students at

STII Sanito Off Campus?

2. Is there a statistically significant difference in academic performance and

engagement between LGBTQ students who experience discrimination and those

who do not at STII Sanito Campus?

3. Does discrimination correlate significantly with levels of mental and emotional

well-being (e.g., anxiety, depression scores) among LGBTQ students at STII

Sanito Off Campus?

4. Quantitative Research Question: What percentage of LGBTQ students at STII

Sanito Off Campus report using specific coping mechanisms (e.g., counseling,
 social support, avoidance) in response to discrimination, and are there statistically

significant patterns in their choice of coping strategies?

5. What measures can be implemented by STII Sanito Off Campus to reduce

discrimination and create a more inclusive environment for LGBTQ students?

Hypothesis

1. Null Hypothesis (H₀): There are no common forms of discrimination experienced by LGBTQ

students at STII Sanito Off Campus.

Alternative Hypothesis (H₁): There are common forms of discrimination experienced by

LGBTQ students at STII Sanito Off Campus.

2. Null Hypothesis (H₀): Discrimination does not significantly impact the academic performance

and engagement of LGBTQ students at STII Sanito Off Campus.

Alternative Hypothesis (H₁): Discrimination significantly impacts the academic performance

and engagement of LGBTQ students at STII Sanito Off Campus.

3. Null Hypothesis (H₀): Discrimination does not affect the mental and emotional well-being of

LGBTQ students at STII Sanito Off Campus.

Alternative Hypothesis (H₁): Discrimination affects the mental and emotional well-being of

LGBTQ students at STII Sanito Off Campus.

4. Null Hypothesis (H₀): LGBTQ students do not use specific coping mechanisms in response to

discrimination within the academic setting.

Alternative Hypothesis (H₁): LGBTQ students use specific coping mechanisms in response to

discrimination within the academic setting.

5. Null Hypothesis (H₀): No additional measures are needed to reduce discrimination and create

a more inclusive environment for LGBTQ students at STII Sanito Off Campus.

Alternative Hypothesis (H₁): Additional measures are needed to reduce discrimination and create

a more inclusive environment for LGBTQ students at STII Sanito Off Campus.

Significance of the study

This study on the effects of discrimination on LGBTQ students at STII Sanito off-campus

holds particular significance for both students and teachers:

For Students:

The study will highlight the experiences of LGBTQ students, ensuring their voices are

heard and their challenges recognized. This can foster a more inclusive atmosphere where all

students feel accepted and safe, regardless of their gender identity or sexual orientation. By

addressing the issue of discrimination, the study aims to reduce prejudice and improve

relationships among students. With greater awareness, LGBTQ students will be able to interact

more freely, promoting respect and solidarity within the student body. Discrimination can affect

academic performance and mental health. This study will also help to uncover the barriers
LGBTQ students face, leading to strategies that support their academic success and emotional

well-being, helping them thrive both personally and academically.

For Teachers:

This study will provide valuable insights into the unique challenges LGBTQ students

face. Teachers can better understand the diverse needs of their students, leading to more sensitive

and inclusive teaching practices. With a clearer understanding of the effects of discrimination,

teachers can work to create classrooms where every student feels included. This study can

encourage teachers to adopt anti-discriminatory policies, use inclusive language, and ensure that

LGBTQ students feel respected. The study’s findings can help teachers recognize signs of

discrimination and distress among LGBTQ students, enabling them to provide timely emotional

and academic support. Teachers will also be equipped with strategies to intervene in

discriminatory behavior, contributing to a safer school environment.

Teachers play a key role in shaping school culture. With the insights gained from this

study, they can advocate for policies and programs that protect LGBTQ students from

discrimination, ensuring the entire school community upholds values of equality and respect.

Scope and Limitation

This study focused on the impacts of discrimination among LGBTQ students at STII

Sanito Off Campus. This study’s scope includes: identification of the types of discrimination
 faced, the impact of the discriminations on the academic performance, mental health, and social

relationships, and what coping mechanisms of the affected individuals are used.

The study will be conducted within [time period] with the subjects being the LGBTQ

students who are currently attending STII Sanito Off Campus. Data will be collected through

surveys, interviews, and focus group discussions of the students.

The study only covers those LGBTQ students who are currently enrolled in STII Sanito Off

Campus. It will not cover other campuses of the STII or institutions beyond the Sanito Off Campus. The

study will not discuss wider societal or family discrimination that may afflict LGBTQ students, and

instead, it will focus on campus-based discrimination in which they are confronted. Findings would be

specific only to the academic and social setting of STII Sanito Off Campus, and therefore, can not be

generalized to other educational establishments or contexts.

Operational definition of terms

Academic Engagement: The degree to which students are actively involved in their learning

process, which can include participation in class discussions, group projects, and

interactions with faculty.

Academic Output. Quantifiable outputs or results from students’ work in class, the grades on

tests and general average in addition to attendance and accomplishment of given

assignments.
Bias: A tendency to favor or disfavor based on preconceived nations or stereotypes about their

sexual orientation or gender identity, affecting interactions and treatment by peers and

faculty.

Coping Strategies: Specific methods employed to deal with the stress and emotional fallout from

discrimination, which may include problem-solving, seeking social support, mindfulness

practices, or creative outlets like art and writing.

Cultural Awareness: Understanding and appreciation of the diverse identities and experiences

within the community, which can foster empathy and support among students and

faculty.

Discrimination: the favorable or unfavorable treatment experience because of their sexual

orientation and gender identity. To put it in simple words, this could appear in many

forms which may include verbal harassment, exclusion from social activities, and biased

policies among many others.

Engagement. The level of participation and activities by LGBTQ students through attending

classes, engagement in student organizations and with peers and other faculty members.

Inclusive Environment: This is also an academic and open environment to accommodate

acceptance and equity for all students , respecting sexual orientation and gender identity,

policies without discrimination, programs to be an ally and resources for the LGBTQ.
Social Exclusion: The act of intentionally excluding LGBTQ students from social events, group

activities, or discussions, which can lead to feelings of isolation and alienation.

Verbal Harassment: Any derogatory or hostile remarks directed at LGBTQ students, including

slurs, insults, or threatening language, that create a hostile academic environment.

Chapter 2

REVIEW TO RELATED LITERATURE AND STUDIES

Review to Related literature

Impact on Academic Achievement: Studies have shown that LGBTQ students experiencing

discrimination often face academic challenges, such as lower grades, absenteeism, and

lower graduation rates. Research by Kosciw et al. (2020) indicates that hostile school

climates contribute to poor academic outcomes for LGBTQ students.

Psychosocial Effects: According to Meyer’s (2003) Minority Stress Theory, LGBTQ students

who face discrimination are more likely to suffer from stress-related conditions, such as

depression and anxiety, which can lead to impaired academic performance and overall

well-being.

School Climate and Safety: Russell and McGuire (2008) argue that LGBTQ students are often

subjected to a hostile school climate characterized by verbal harassment, physical assault,

and social exclusion, which affects their sense of safety and belonging in school.

Mental Health Outcomes: A study by Poteat et al. (2011) highlights that the psychological

impacts of discrimination, including experiences of bullying and victimization, contribute

to increased risks of depression, anxiety, and suicidal ideation among LGBTQ students.

Engagement and Extracurricular Activities: Research by Toomey et al. (2012) emphasizes that

LGBTQ students facing discrimination are often less engaged in school activities and

extracurricular programs, which reduces their chances of building social networks and

succeeding academically.
Coping Mechanisms: Galliher et al. (2004) found that LGBTQ students often resort to different

coping mechanisms, such as seeking peer support or avoidance strategies, to deal with

discrimination. These coping mechanisms can either mitigate or exacerbate the

psychological effects of discrimination.

Resilience and Identity Development: Some LGBTQ students develop resilience despite facing

discrimination. According to Russell (2016), supportive peers, family, or institutional

policies can foster resilience, allowing LGBTQ students to navigate challenges and

maintain academic performance.

Policy Implementation and Inclusive Practices: GLSEN (2020) emphasizes the importance of

anti-discrimination policies, such as gender-inclusive policies, teacher training, and the

establishment of support groups (e.g., Gender and Sexuality Alliances) in reducing the

negative impact of discrimination on LGBTQ students.

Institutional Support and Advocacy: Research by Snapp et al. (2015) suggests that institutions

that actively promote inclusivity and diversity through training and advocacy programs

contribute to a more welcoming environment for LGBTQ students, improving both their

academic and mental health outcomes.

Long-Term Effects on Educational Attainment: LGBTQ students who experience severe

discrimination are less likely to pursue higher education or have reduced educational
 aspirations, as demonstrated by studies like those by Pearson & Wilkinson (2017),

affecting their career prospects and economic opportunities.

REVIEW TO RELATED STUDIES

Kosciw et al. (2018) – The 2017 National School Climate Survey. This national survey explored

the experiences of LGBTQ students in U.S. schools and found that those who experience

discrimination due to their sexual orientation or gender identity faced lower academic

performance, higher absenteeism, and diminished feelings of safety. Though conducted in the

U.S., the findings provide insight into how discrimination may manifest in schools globally, .

De Pedro et al. (2016) – Discrimination and School Belonging among LGBTQ Youth. This study

examined how discrimination impacts LGBTQ students’ sense of belonging in school. LGBTQ

students who experienced discrimination reported a lower sense of belonging, which in turn was

linked to poorer academic outcomes and higher dropout rates. This study could be relevant for

understanding similar trends .

Toomey, Ryan, Diaz, & Russell (2011) – High School Gay-Straight Alliances (GSAs) and

LGBTQ Youth. The study analyzed the presence of Gay-Straight Alliances and how they help

reduce the negative effects of discrimination on LGBTQ students’ well-being and academic

outcomes. While specific to U.S. schools, the findings suggest that supportive structures can

mitigate the impact of discrimination in other educational settings .

Poteat et al. (2013) – Homophobic Bullying and LGBTQ Students’ Academic Performance. This

research found a direct link between homophobic bullying and academic performance declines in

LGBTQ students. The study indicated that LGBTQ students who are bullied are less likely to

engage in class and participate in extracurricular activities, which directly affects their academic

success. These patterns can provide a basis for examining similar dynamics.

Liang et al. (2017) – Discrimination and Mental Health among LGBTQ College Students in the

Philippines. This study is particularly relevant, as it focuses on the Filipino context. The research

explored how discrimination affected the mental health of LGBTQ college students in the

Philippines, showing that discrimination contributes to higher rates of anxiety, depression, and

social isolation. The insights from this study could be used to understand the mental and

emotional challenges LGBTQ students face due to discrimination.

 Chapter 3

Research Methodology

Research Design

This study will use a Mixed-Methods Research Design to combine quantitative and qualitative

insights, providing a more comprehensive understanding of the impact of discrimination.

Locale of the study

The study will be conducted at the STII Sanito Off Campus, Zamboanga Sibugay, Philippines.

STII, (Sibugay Technical Institute Incorporated ), is one of the higher education institutions

catering to the students of this region, with their numerous courses, including off-campus courses

for distant students or those requiring flexible learning options.

This off-campus site has classrooms, administrative offices, and study facilities open to students

in STII programs who do not spend their entire time on the main Sanito campus. The setting

poses particular challenges for LGBTQ students, who may have fewer opportunities to access

campus-based resources, support systems, and social networks than do their counterparts on

campus.

Research Participants

The participants of this study will consist of both LGBTQ and non-LGBTQ students currently

enrolled at STII Sanito off-campus, along with relevant faculty and staff members. The

participants will be selected using purposive sampling for LGBTQ students and random

sampling for non-LGBTQ students to ensure a balanced and representative group.

Inclusion Criteria:

LGBTQ Students:Individuals who identify as lesbian, gay, bisexual, transgender, queer, or other

non-heteronormative gender identities.Students currently enrolled at STII Sanito, studying either

on-campus or off-campus.Participants who are 18 years or older, or who have parental consent if

they are underage.

Non-LGBTQ Students:

Heterosexual students who are enrolled at STII Sanito off-campus.A broad sample of students

from various academic levels (freshman, sophomore, junior, senior) to compare their

perspectives on discrimination.

Faculty and Staff:

Teachers, administrators, and staff members who interact with students and have knowledge or

involvement in addressing issues of discrimination.Faculty and staff must be at least 18 years

old.

Campus Counselors or Support Personnel:

Individuals working in student welfare or counseling services who have direct involvement in

supporting LGBTQ students.Must be willing to share their perspectives on the campus climate

regarding LGBTQ issues.

Exclusion Criteria:

Individuals who are not currently enrolled or employed at STII Sanito. Students under the age of

18 without parental consent.

SIMPLE RANDOMLY SAMPLING

Discrimination against LGBTQ students remains a critical issue globally, impacting their

academic performance, mental health, and overall well-being.

This study aims to explore the specific effects of discrimination on LGBTQ students studying

at STII Sanito off-campus. By examining the experiences and perspectives of these students, this

research seeks to understand the barriers they face and to highlight areas where STII Sanito, as

well as the broader community, can improve in creating safer, more inclusive environments.

Identifying these challenges is essential to advocating for policies and support systems that

empower LGBTQ students, fostering not only academic success but also personal well-being and

social inclusion.

PURPOSE
The goal of simple random sampling is to Improve LGBTQ Student Well-being: To understand

the challenges LGBTQ students face and help create a safer, more supportive environment for

their personal and academic growth.

To Advocate for Inclusive Policies: To provide evidence-based recommendations for policies

that reduce discrimination and promote acceptance within STII Sanito and potentially the

broader community.

To Empower LGBTQ Students: To raise awareness of resources and strategies that can help

LGBTQ students cope with and resist discrimination.

STEPS IN SIMPLE RANDOM SAMPLING

Outline the steps in the process:

Define the Population:

“All students who identify as lesbian, gay, bisexual, transgender, queer, or other gender and

sexual minority identities who are currently studying at STII Sanito but live or study primarily

off-campus.”

List the Population Members:

Population Characteristics:

- Age: 15-20 years

- Gender Identity: Male, Female, Non-Binary

- Sexual Orientation: Gay, Lesbian, Bisexual, Queer

- Location: STII sanito off-campus

Population Numbers:

1. Total LGBTQ+ youth in STII sanito: 2,000

2. Breakdown by gender identity:

- Male: 800(0.4%)

- Female: 1,000 (0.5%)

- Non-Binary: 200(0.1%)

3. Breakdown by sexual orientation:

- Gay: 50

- Lesbian: 90

- Bisexual: 50

- Queer: 10

4. Breakdown by age:

-15-17: 500 (0.25%)

- 18-20: 1500 (0.75%)

Random Selection:

IDs: 1-2,000

Generate random IDs (e.g., 14, 27, 51, 72, …, 897) using Excel or another tool.

Data Collection:

•(Surveymonkey) Use SurveyMonkey for anonymous survey distribution.

•(Excel) Generate and manage data with Excel for the random sampling process.

CONCLUSION:

In conclusion, the study will explore how discrimination impacts LGBTQ students’ academic

and social experiences at STII Sanito off-campus. By using simple random sampling, this

research aims to provide a representative understanding of the challenges faced by these

students, with the ultimate goal of identifying actionable strategies to improve their well-being.

Through the data collection process using tools like SurveyMonkey, and Excel, the study will not

only highlight the specific barriers to inclusion but also advocate for policies and practices that

foster an environment of acceptance, safety, and support for LGBTQ students. By presenting

evidence and recommendations, the study hopes to empower both the institution and the broader

community to take meaningful steps toward a more inclusive and equitable educational

environment for all students.

Data Gathering Procedure

This collection process of data aims to gather the quantitative and qualitative data related to how

discrimination affects LGBTQ students learning at STII Sanito off-campus. This will support the

objectives of the study in the kind of discrimination that might be faced by LGBTQ students, its

implications on their academic and personal lives, and identifying support mechanisms or

interventions that may alleviate these difficulties.

Population and Sampling

Target population: This was a population of LGBTQ students who were studying off-campus at

STII Sanito. Selective or purposeful sampling technique was to focus on LGBTQ students who

had suffered discrimination. About 150 students who claim to be LGBTQ shall be approached

and then included in the study, thus distributed across various programs of study.

Data Collection Techniques

There were two main data collection techniques used:

Survey tools: A standardized questionnaire for surveys were created in order to know the forms

of discrimination from students, their ways to cope, and how that effects the student’s mental

wellness, performance, and friendship. Likert scales will be used with multiple choices.

Interviews: Semi-structured interviews were conducted with the lesser number of LGBTQ

students to gather personal narratives and know about specific cases of discrimination better. The
interviews offered the opportunity for participants to voice their experiences in their own words,

providing a dimension and perspective not obtained through the surveys.

Data Collection Procedure

The data collection was carried out in two phases:

Step 1 Survey Distribution :These surveys were distributed in person to LGBTQ students during

fixed times over a two-week period. Anonymity and confidentiality were assured for honest

responses.

Step 2: Interviews: The students who volunteered for interviews were approached and interviews

held in a private, comfortable environment to ensure the privacy level required.

I would, myself, conducted each interview for about 30-45 minutes with permission from the

participants to record and transcribe.

Data Management

All collected data is kept in a password-protected database, hence, access can only be done by

the research team. The hard copies are safely kept and electronic data is copied into encrypted

files. Data cleaning was performed for quality control to eliminate the incomplete responses.

Research instrument
This study aims to understand the experiences of LGBTQ+ students at STII SANITO Off-

Campus regarding discrimination and its impact on their academic performance, mental health,

and overall well-being.

I. Target Population: LGBTQ students currently enrolled at STII SANITO Off-

Campus.

II. Research checklists (/)

RESEARCH STRONGLY AGREE DISAGREE STRONGLY

QUESTIONS AGREE DISAGREE

Have you ever

experienced any forms

discrimination or

harassment at STII Sanito

Off Campus because of

your sexual or gender

identity?

Is there a large impact’s

of discrimination on the

academic performance

and mental health of

LGBTQ?

Do you think the STSG

officer’s recommend to
made and can improve

the climate and can

support for LGBTQ

student’s in STII Sanito

Off-campus?

Do you feel that you are

not belong to the group

because of your sexual

identify?

Do you feel

uncomfortable of other

people can’t treat you

good because you are

part of the LGBTQ?

Do you believe even

though you are part of

LGBTQ you can do or

make more things that

change the house, friends

specially the school the

whole society where you

in?

Continue going to school

even though they treating

that your out of their

place because your goal

is to success?

Not attending at school

so that I can’t be bullied

anymore .

As a part of LGBTQ and

bullied by anyone it may

affect my life to stop

moving forward?

I already experience

bullied and being

discriminate by many

people and it has only

one solution of it doing

suicide is the key to stop

everything?
 III. Questionnaire:

A. Demographic Information

Gender Identity:

Male

Female

Non-binary

Others

Sexual Orientation:

Heterosexual

Lesbian

Gay

Bisexual

Asexual

Queer

Others

3.Year of Study

First Year

Second Year
Third Year

Fourth Year

Others

Age Range:

15-20

21-23

24-26

27+

Have you disclosed your sexual orientation or gender identity to anyone at STII SANITO Off-

Campus?

Yes

No

Statistical Tools

The study of how many lgbtq student during 2023-2024 in STII SANITO CAMPUS,

Assumption of maximum vanability,so,p=0.5our precision that gives Z value 1 287,A shown

below,our sample size will be 1 643 524

n.=z² p⁹/e²

9=1-p

=1-5=.5
n.=(1.252)² (.5)(.5)(/0s)²

=1.643 524

Research Ethics

VOLUNTARY PARTICIPATION

In this study, participation is entirely voluntary. LGBTQ students will be given the choice to

participate without any form of coercion, pressure, or incentive that may influence their decision.

Participants will be informed of their right to decline or withdraw from the study at any stage

without any negative consequences or repercussions on their academic life or social standing.

Ensuring voluntary participation upholds the autonomy of the students and fosters a sense of

trust and respect in the research process.

INFORMED CONSENT

All potential participants will be provided with detailed information about the study before

deciding to join. This includes the research’s purpose, goals, procedures, risks, and potential

benefits. A clear, written consent form will be provided, which the participants must read and

sign to confirm their understanding and agreement to participate. Participants will also be

informed of their right to ask questions, decline specific questions, or withdraw from the study at

any time, reinforcing their control over their involvement.

ANONYMITY
To protect the identity of the participants, the study will ensure that no personally identifying

information is included in any published findings or reports. Pseudonyms or codes will be used

in place of real names, and demographic data will be generalized to prevent the identification of

individuals. Maintaining anonymity minimizes the risk of stigma, backlash, or negative

consequences for participants who share their experiences.

CONFIDENTIALITY

Confidentiality is a critical aspect of ethical research, particularly in sensitive studies such as this

one. All data collected from participants will be securely stored and accessed only by authorized

members of the research team. Information provided by participants will not be shared with third

parties without explicit consent. Data will be handled in accordance with data protection laws

and institutional policies to prevent unauthorized access, breaches, or misuse of information.

POTENTIAL HARM

The study recognizes that discussing experiences of discrimination may evoke emotional

distress, anxiety, or discomfort among participants. To mitigate this, interviews and data

collection methods will be designed to be sensitive and respectful. Participants will be informed

beforehand of the potential for emotional distress and provided with options to pause, skip, or

terminate their participation at any time. Additionally, the research team will provide information

on counseling or support services that participants can access if they experience any distress

during or after their involvement in the study.