UNDER THE COLORS OF BAHAGHARI: DISCRIMINATION AMONG LGBT

STUDENTS

A Research Proposal Presented to the Faculty of the Senior High School

Dilangalen National High School

Midsayap, Cotabato

In Partial Fulfillment for the Requirements in Practical Research 1

Science, Technology, Engineering, and Mathematics (STEM)

Naga, Mohammad Zarrin S.

Sabanal, Charity Rovy O.

Salgado, John Xander A.

Loquis, Nikko Andrei C.

Garino, Lance Jewel B.

Palti, Niethan Shaiff S.

Bingil, Jane Trexia L.

Tamesis, Marjorie V.

Flores, Brian L.

Vales, Risha S.

January 2025
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is supposed to be a place where students grow, learn, and prepare for

their futures, but for many LGBT students, it’s also a place where they face

discrimination that others don’t. Bullying, exclusion, subtle biases, or even outright

prejudice can weigh heavily on their mental health, sap their motivation, and make it

harder to focus on academics. These challenges represent a breach of basic human rights

and extend beyond mere inconvenience. As the United Nation (UN) stated in 2013,

"LGBT rights are human rights," emphasizing that everyone deserves to live free from

marginalization, violence, and discrimination based on their gender identity or sexual

orientation. In educational environments, it is crucial for LGBT individuals to feel

accepted, valued, and supported, as this is vital for their development, dignity, and overall

well-being.

This study seeks to examine the experiences and perceptions of LGBT students

regarding the challenges they face in educational settings. It particularly highlights how

discrimination and exclusion impact their academic performance and overall educational

journey. In an environment meant to support all students, how can LGBT individuals

succeed when they often feel marginalized, unsafe, or invisible? Through interviews and

focus groups discussions, it aims to shed light on their stories － stories of struggle,

resilience, and hope. The goal is simple, to push for changes that make schools fairer,

safer, and better for everyone. Beyond understanding the impact of discrimination, this

research also seeks to uncover the coping mechanisms and support systems that help
LGBT students persevere in the face of adversity. By examining their perspectives, the

study hopes to identify both the gaps in current educational practices and the

opportunities to foster inclusivity.

It is not only about highlighting the problems but also about envisioning

solutions, policies, programs, and interventions that can transform schools into

environments where every student, regardless of their identity, feels seen, valued, and

empowered to succeed. In addition to addressing the challenges faced by LGBT students,

this research is dedicated to proposing effective solutions. What specific policies,

programs, and interventions can be introduced to combat discrimination and enhance

inclusivity? How can schools create environments that not only accept but also actively

celebrate diversity in all its forms? In what ways can educators and fellow students help

cultivate a space where every individual feels empowered, safe, and encouraged to

express their true selves at school? This study aims to investigate these questions and

provide a guide for meaningful change.

Statement of the Problem

This study aims to examine the discrimination experienced by LGBT students,

their coping strategies, and the impact of such discrimination on their academic

performance

Moreover, this study will answer the following questions;

1. What is/are the discrimination/s experienced by LGBT students;

2. What are their coping strategies to eleviate discrimination, and;

 3. How does discrimination affect their academic performance?

Significance of the Study

The result of the study may be beneficial to the following:

DepEd. This study can inform DepEd in developing and implementing policies

that address the unique needs and challenges of LGBT students, such as inclusive

curriculum, teacher training, and support systems.

Teachers. The findings will equip teachers with a deeper understanding of the

LGBTQ+ student experience, enabling them to create more inclusive classrooms, address

discrimination, and support the well-being of their LGBT students.

Parents. They will deeply understand their childs' lives and can be an ally for their

well-being.

Students. By raising awareness about the impact of discrimination, this study can

encourage fellow students to become allies, challenge discriminatory behavior, and

promote a more inclusive and respectful school environment.

Future researchers. This study can serve as a foundation for future research on

LGBT issues in education, guiding further investigations and the development of new

interventions to improve the educational outcomes of LGBT students.

Scope and Limitation of the Study

This study will explore the experiences of LGBT students about discrimination,

their coping strategies, and how it affects their academic performance. It focuses on

LGBT high school students from Dilangalen National High School (DNHS) during the
academic year 2024-2025. The study examines the types of discrimination experienced

and their perceived effects on academic motivation, participation, and performance.

The research will be limited to a sample size of 8 participants selected through

purposive sampling to ensure representation of diverse LGBT identities. Data will be

gathered using surveys and interviews designed to capture qualitative insights during the

limited duration of 3 months.

By clearly defining its scope, the study aims to provide an in-depth understanding

of the academic challenges faced by LGBT students due to discrimination. However, its

findings are context-specific and may not fully generalize to broader populations or

different educational settings.

Definition of Terms

Bullying. Repeated, harmful behavior targeting LGBT individuals, including verbal,

physical, or psychological abuse.

Bias. Prejudices or assumptions, often unconscious, that unfairly impact LGBT

individuals, influencing attitudes, behaviors and decisions.

Discrimination. Unfair treatment, harassment, or denial of rights based on sexual

orientation, gender identity, or expression.

Education. Formal or informal instruction, training, or socialization that shapes individual

knowledge, skills, and attitudes.

LGBT (Lesbian, Gay, Bisexual, and Transgender). Individuals identifying with diverse

sexual orientations and gender identities.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes the review of literature of this study which contains

an overview of the study, existing data, general and specific findings, theoretical

framework, and conceptual framework. This also includes related studies on LGBT

Discrimination on students in the Philippines and academic performance of LGBT

students,

Overview of LGBT Discrimination on students

 LGBT students in the Philippines often face significant challenges in educational

settings due to a lack of comprehensive protections against discrimination. Many schools

lack inclusive policies, leaving students vulnerable to bullying, harassment, and exclusion

based on their sexual orientation or gender identity. While some local government units

have anti-discrimination ordinances, these measures rarely extend to schools, creating an

environment where LGBT students often feel unsafe or unsupported. The absence of

gender-inclusive facilities and recognition of diverse identities further adds to the daily

struggles faced by LGBT students in the country. (HRW, 2017)

In educational settings, LGBT students often encounter bullying, harassment, and

discrimination from both peers and teachers. A 2017 Human Rights Watch report

highlighted that these students face exclusion, lack of access to LGBT-related

information, and, in some cases, physical or sexual assault. Although the Department of

Education has implemented policies like the Child Protection Policy and the Anti-

Bullying Law of 2013, which enumerate sexual orientation and gender identity as

prohibited grounds for bullying, enforcement remains inadequate, leaving many LGBT

students vulnerable.

Despite these challenges, queer Filipinos are actively building supportive

communities, particularly through social media platforms. These online spaces provide

avenues for advocacy, support, and the fight for equal rights. They serve as vital

networks for sharing experiences, mobilizing for legislative changes, and fostering a

sense of belonging among LGBT individuals. The ongoing efforts to pass the SOGIE

Equality Bill, which aims to provide comprehensive anti-discrimination protections, are

bolstered by these online communities, reflecting the resilience and solidarity of the

Filipino LGBT community.

LGBT Discrimination on students in the Philippines

Filipino LGBT students face alarming rates of discrimination, affecting their

academic status and future prospects. According to UNESCO (2019), a staggering 67%

of Filipino LGBT youth experience bullying, which contributes to adverse academic

outcomes. Specifically, 45% feel depressed, and 25% drop out of school due to relentless

harassment (UNESCO, 2019). This numbers' shows the significant educational disruption

caused by LGBT discrimination on students and youths across the Philippines.

LGBT discrimination among Filipino high school students is prevalent, driven by

societal norms and biases (Ortega, 2016). This discrimination leads to bullying,

absenteeism and poor academic outcomes, necessitating comprehensive school reforms.

Inclusive policies and education can help combat LGBT discrimination. In this matter, a

study by Bratsis, M.E. (2015), recommended that teachers need to be aware of their own

biases to help LGBT students and consider how their own views might influence how

they talk to students. By doing so, teachers can help aid the prevention of LGBT

harassment, understanding ongoing problems faced by students who are in a state of

acceptance, not only by the society but also by the people who surrounds them.

For instance, the recent study from the National Center for Education Statistics

(Musu-Gillette, et al., 2017) demonstrated that in 2015 a “higher percentage of self-

identified gay, lesbian, or bisexual students than of self-identified heterosexual students

reported that they had been bullied on school property during the previous 12 months” (p.

iv). LGBT students are slowly in the progress of sharing one's experiences of being

harassed inside school premises. Increasing numbers have a strong inclination to address

and fight for LGBT rights.

Academic Performance of LGBT Students

Research indicates that a supportive school environment significantly enhances

the academic performance of LGBT students. Fenaughty (2019) found that LGBT

students are more likely to achieve academically when they experience a sense of

belonging at school. This sense of belonging can mitigate the negative effects of bullying,

making these students more resilient compared to their heterosexual peers. The study also

highlighted the importance of high teacher expectations and inclusive school structures,

such as gay-straight alliances and professional development for teachers, in promoting

academic success among LGBT students.

Conversely, negative school climates characterized by discrimination and

victimization can adversely affect the academic outcomes of LGBT youth. According to

a study on school climate and academic outcomes (Academia, 2021), experiences of

harassment and discrimination are linked to increased absenteeism, lower levels of school

engagement, and decreased academic achievement among LGBT students. These

negative experiences can lead to psychological distress, such as depression and low self-

esteem, further hindering academic performance. Therefore, fostering an inclusive and

supportive school environment is crucial for the academic success and well-being of

LGBT students.
Data on LGBT Discrimination on Students

Discrimination against LGBT students is a serious issue that creates barriers not

just to their education but also to their mental well-being. Many of these students face

bullying, harassment, and exclusion, both from peers and even educators. This hostile

environment doesn’t just affect their ability to learn it takes a toll on their confidence,

self-worth, and mental health. The problem is clear, but what matters more is how we

address it to ensure these students feel safe and supported.

A 2017 report by Human Rights Watch revealed how widespread bullying and

verbal harassment are for LGBT students in schools across the Philippines. It showed

how these experiences isolate students socially and make learning incredibly difficult.

Similarly, a 2019 survey by Social Weather Stations found that 60% of Filipinos

recognize that LGBT people face discrimination, with more than half supporting laws to

protect them. These numbers highlight the issue and emphasize the need for meaningful

change.

Schools have a responsibility to act. Implementing anti-bullying programs,

providing proper training for teachers on diversity, and fostering a culture of respect can

make a significant difference. It’s not just about helping students endure school it’s about

creating an environment where they can thrive and feel like they belong.

Theoretical Framework

Queer Intersectionality Theory (Collins, 2015) provides a comprehensive

framework for understanding the complex experiences of lesbian, gay, bisexual,

transgender, and queer (LGBTQ+) students. This theory integrates intersectionality and

queer theory to examine interconnected forms of oppression, including

heteronormativity, homophobia, transphobia, racism, sexism, and classism. By analyzing

how multiple social identities intersect, Queer Intersectionality Theory reveals

compounded discrimination and marginalization. This framework considers historical,

social, and cultural contexts, highlighting power dynamics and systemic inequalities. In

educational settings, Queer Intersectionality Theory informs inclusive policies, practices,

and pedagogies, promoting intersectional solidarity, diversity, and equity. By applying

this theory, researchers can better understand LGBTQ+ students' experiences, coping

strategies, and academic performance, ultimately informing strategies to address

discrimination and promote inclusivity.

Queer Intersectionality Theory has significant implications for educational

institutions. By acknowledging intersecting identities and experiences, educators can

develop targeted support services, inclusive curricula, and policies addressing

discrimination. This theoretical framework encourages educators to recognize and

challenge systemic inequalities, fostering safe and inclusive learning environments.

Moreover, Queer Intersectionality Theory promotes intersectional solidarity among

marginalized groups, facilitating collective action and advocacy.

Applying Queer Intersectionality Theory in research enables nuanced

understanding of LGBTQ+ students' experiences, coping mechanisms, and academic

outcomes. This theoretical framework informs evidence-based practices, policy

development, and program evaluation. Researchers can employ intersectionality to

examine intersections of sexuality, gender, race, class, and disability, providing insights

into compounded discrimination. By integrating Queer Intersectionality Theory,

educators and policymakers can develop effective strategies to promote inclusivity,

equity, and academic success among LGBTQ+ students.

CHAPTER III

METHODOLOGY
 This chapter presents the method of the study. This contains the research

approach, locale of the study, participants of the study, sampling design, instrument of

the study, ethical considerations, data gathering procedure, and data analysis.

Research Approach

This qualitative study will employ a phenomenological approach to explore the

discrimination and coping strategies of Senior High School LGBT students at Dilangalen

National High School and their effects on academic performance during the academic

year of (2024-2025). The phenomenological design guided the analysis of data and the

extraction of themes and meanings from participants' lived experiences (Colaizzi, 1978).

Through semi-structured interviews and focus group discussions, this study sought to

uncover the challenges faced by LGBT students, the coping mechanisms they employed,

and how these experiences influenced their academic performance.

The research approach will ensure a comprehensive understanding of the intricate

relationship between discrimination, coping strategies, and academic success.

Additionally, this study will pay particular attention to contextual factors that may

influence the coping strategies employed by LGBT students, such as the severity and

frequency of discrimination, the availability of support systems (e.g., peers, teachers, or

school counselors), and the influence of institutional policies. By considering these

factors, the research will aim to provide a holistic understanding of the challenges and

enablers shaping the experiences of LGBT students.

Locale of the Study

 The study will be conducted at Dilangalen National High School (DNHS) during

the School Year 2024-2025. Dilangalen National High School is a secondary school

located at Midsayap Poblacion 1, Midsayap, North Cotabato, Philippines, near the

Midsayap public market making it one of the largest school in Midsayap town proper.

Participants of the Study

The study will comprise eight senior high school students, aged 16-20, from

Dilangalen National High School, who openly self-identified as LGBT (Lesbian, Gay,

Bisexual, and Transgender). Participants were purposively selected based on willingness

to share personal experiences, openness about their sexual orientation and gender

identity, and enrollment in senior high school. The diverse sample deliberately

represented various LGBT subgroups, ensuring rich, nuanced perspectives. Additionally,

participants reflected diverse socio-economic backgrounds, ethnicities and academic

performances, providing a comprehensive understanding of LGBT students' experiences.

Sampling Design

This qualitative study will employ purposive sampling to recruit senior high

school LGBT students from Dilangalen National High School. This approach ensured

participants met specific criteria: willingness to participate, self-identified LGBT status,

senior high school enrollment and ages 16-20. Initial participants were identified through

school networks and personal connections. Selection prioritized diversity, openness and

relevance to the research objectives, ultimately yielding a representative sample.

Instrument of the Study

 This study will utilize a semi-structured interview guide, alongside sound

recordings and transcription, during in-depth interviews with selected SHS LGBT

students at Dilangalen National High School for the academic year 2024-2025. The

interview guide questions were validated by research teachers to ensure relevance and

reliability. The interview process begins with eliciting profile information from the

student participants, followed by questions aimed at exploring their experiences and

coping strategies in experiencing gender discrimination. Sound recordings captured the

interviews in their entirety, facilitating accurate data collection, while transcription

enabled detailed analysis of the responses. This approach ensures a comprehensive

understanding of the experiences and coping strategies employed by LGBT students,

aligning closely with the study's objectives.

Data Gathering Procedure

The data gathering procedure for this qualitative research will utilize interviews to

collect in-depth insights from senior high school LGBT (Lesbian, Gay, Bisexual,

Transgender) students from Dilangalen National High School. In gathering the data, a

letter of permission to gather the data will be given to the Senior High School Principal.

Participants were selected through purposive sampling based on their willingness to share

their experiences as senior high school students identifying as LGBT, ensuring relevance

to the research objectives. Prior to the interviews, an interview guide with open-ended

questions was developed and validated by experts in qualitative research and LGBT

studies to ensure relevance and appropriateness. Interviews were conducted face-to-face

in a private and safe space within the school premises to ensure participants' comfort and

confidentiality. Each interview lasted approximately (time ex. 30mins), with consent
obtained for audio recording. The transcriptions of the interviews were reviewed through

member-checking to ensure accuracy and reliability. Interview data were then

thematically analyzed to identify patterns and insights relevant to the research objectives.

Ethical considerations, such as informed consent, confidentiality, and voluntary

participation, were strictly observed throughout the process. Participants were informed

of their right to withdraw or skip questions during the interview to minimize discomfort.

Data Analysis

After the data gathering process, every data in this study will employ Colaizzi’s

(1978) seven-step phenomenological framework to analyze the lived experiences of

LGBT senior high school students at Dilangalen National High School. The Colaizzi

method is a phenomenological research approach that involves collecting detailed

descriptions of lived experiences, identifying significant statements, formulating

meanings, organizing themes, developing an exhaustive description, and validating

findings with participants to uncover the essence of a phenomenon. Every data gathered

from the selected respondents were treated with utmost confidentiality so as to contribute

greatly and effectively in the study being conducted. In addition, the researchers

eliminate biases to the condition in order to avoid conflicts with respondents.

 The first step was familiarization where researchers thoroughly familiarized

themselves with the transcribed data. This involved reading through each participant's

accounts multiple times to gain a deep understanding of their experiences.

Second, relevant statements about the experiences and coping strategies of LGBT

students were identified and extracted from the transcripts.

Third, the researcher identified meanings relevant to the phenomenon arising

from a careful consideration reflecting on their significance statement to the research

questions.

Fourth, these identified meanings were clustered into themes that exhibited

commonalities across all participant accounts, facilitating systematic analysis and

interpretation.

Fifth, the researchers wrote a full and inclusive description of the phenomenon,

incorporating all the themes produced in step 4.

Sixth, the researcher condensed the exhaustive description down to a short, dense

statement that captures just those aspects deemed to be essential to the structure of the

phenomenon.

Finally, the researcher returned the fundamental structure statement to all

participants to ask whether it captured their experience.

Interview Guide Matrix

Questions Answer

1. Can you share

specific instances

where you felt

discriminated by

other students or

other people as an

LGBT student?

2. What have you felt

 during those times?

3. What challenges do

you face in expressing

your identity in

school and how do

these challenges

impact your well-

being?

1. Can you describe the

specific ways you

handle challenges or

stress in your daily

life?

2. What strategies have

you found most

helpful in dealing

with difficult

situations?

3. How do you maintain

your emotional well-

being during times of

 stress or adversity?

1. How do the

challenges you face

impact your ability to

focus on your studies?

2. Can you share

experiences how these

experiences have

affected your

academic

achievements or

goals?

3. What changes, if any,

have you noticed in

your performance or

motivation in school

due to these

experiences? Is it

positive or negative?