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ATTITUDE OF GRADE TEN STUDENTS TOWARDS LGBT TEACHERS

IN SELECTED FRIVATE SCHOOLS IN CITY OF DASMARIÑAS,
CAVITE S.Y 2015-2016

A Research Presented to the

Science High School Department
Immaculate Conception Academy
Dasmariñas, Cavite

In Partial Fulfilment of the Requirements

for the Investigative Research Subject

DOMINIQUE MANTARING
EVAN MONREAL

EDSON L. VICENTE

NATHANIEL DUMDUMA

March 2016
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Abstract

This study is dealt with the attitude of grade ten students toward LGBT

teachers in relation with their sex/gender, age and religious affiliation. A

survey questionnaire adapted in Homophobia Scale, formulated by Wright

will be used in this study. Eighty grade ten respondents will be selected

through random sampling in three chosen schools namely Immaculate

Conception Academy and Fiat Lux Academe. Theoretically based on the

feministic theory which posit that males and females have specific gender

roles that they must conform to, this paper will construct program that will

help the school administrators, teachers, parents, and students to be

knowledgeable on sexual orientation, gender identity and expression, and

also the rights of LGBT community against discrimination and stigma. It

will examine the level of homonegative attitude of students and the factors

behind this attitude. This research is not a sole criticism of poor knowledge

of students on homosexuality but of illuminating the different perspectives

of human sexuality and equal rights regardless of sexual orientation,

gender identity and expression so that the program of school

administration against bullying will strengthen.

Key words: Discrimaiton, Homonegativity, Homophobia, Gender Identity,

Gender Orientation, LGBT, Sexuality, Sexual Orientation, Stigma

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ACKNOWLEDGMENTS

The researchers wish to express their utmost gratitude and

appreciation to the following:

First, to our God the father who has given them everything we

have. The opportunities, the people they have in their life and the

blessings they now cherish.

Second, their advisers, Mr. Edson Vicente and Mr. Nathaniel

Dumduma, who were very hardworking and were very patient with them.

Without their effort and their guidance, they would never have been able

to finish and articulate this study.

Third, Mrs. Rhieza Umandal, their class adviser who gave them

motivation and also guided them throughout the school year in making this

research paper possible.

Fourth, the school officials of Immaculate Conception Academy and

Fiat Lux Academe for helping them make the gathering of data possible.

Fifth, Dra. Cecilia Reyes, their research consultant for pushing

them more in improving their paper and challenged them and helped them

be better researchers.
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Last but certainly not the least, their loving friends and family for

keeping them sane before, during and after the process of creating this

research paper.

Without all of these people, all of this would not be possible, so

thank you and they dedicate this all to you.

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TABLE OF CONTENTS

Title Page 1

Abstract 2

Acknowledgments 3

Table of Contents 5

CHAPTER 1 INTRODUCTION

1.1 Background of the Study 9

1.2 Statement of the Problem 10

1.3 Objectives of the Study 11

1.4 Scope and Limitations 11

1.5 Significance of the Study 12

1.6 Definition of Terms 13

CHAPTER 2 RELATED LITERATURE

2.1 Related Literature 17

2.2 Related Readings 21

2.3 Related Studies 30

2.4 Theoretical Framework 39

CHAPTER 3 METHODOLOGY

3.1 Research Design 42

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3.2 Measurement 43

3.3 Procedure 44

3.4 Data Analysis 45

CHAPTER 4 RESULTS AND DISCUSSION

4.1 Results 46

4.2 Research Questions 51

CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary 60

5.2 Conclusions 63

5.3 Recommendations 64

Cited References 65
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CHAPTER 1

INTRODUCTION

Any discussion on sexual orientation and gender identity

discrimination requires an understanding of gender roles because

discrimination against LGBT primarily due to their non-conformity to

‘traditional’ gender roles and society’s expectation of what is a man and a

woman. Homosexuality is defined as a sexual desire or heavier towards a

person of the same sex. A person’s sexuality is composed of three

components: biological sex, gender identity, and sexual orientation.

Gender identity refers to the awareness of one’s own gender, whether a

person considers oneself a male or a female. On the other hand, sexual

orientation indicates which gender is the object of a person’s romantic

feeling or sexual desire (Matsutaka, Uchino, Kihana, Hidaka, 2014).

Another possible component is the gender expression. Gender expression

refers to the ways in which we each manifest masculinity or femininity.

Accumulating evidence has shown that homosexuals have

historically experience negative attitudes form people all over the world.

(Herek and Glunt, 1993; Harper and Scneider, 2003; Lewis et al., 2003;

Schope and Eliason, 2000)

In the Philippine culture, homosexuality is just a taboo due to

toleration, not because of social acceptance. According to a report

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published by the Philippine LGBT Hate Crime Watch last 2011, 103

homosexuals have been killed from 1993 to 2011 due to homonegativity,

or commonly known as homophobia. The fear of discrimination is a shared

experience among the members of the LGBT community. Discrimination

in workplace can occur in the process of hiring, assigning wages, granting

benefits, promotions, and assessing their performance in the field of their

specialization. Through this discrimination or negative attitude towards

LGBTs in workplace specifically, they may not be recognize from their

merits and efforts.

According to Article 3, Bill of Rights of the 1987 Philippine

Constitution (Article 3, Section 1, Philippine Constitution), the State shall

guarantee full respect for human rights and evert person has the right to

equal protection of the law, but sexual orientation and gender identity are

explicitly mentioned. The Philippines has no comprehensive

antidiscrimination law, but only ordinance like in Cavite and Davao, which

is limited to workplace discrimination based on sexual orientation and

gender identity.
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The LGBT community is influenced by several factors including

religious affiliation, religiosity, mass media, family peers, a person’s

gender and over all contact with homosexual individuals (Riaz, 2006;

Calzo and Ward, 2009). These factor may affect attitudes of the youth,

specifically the students toward their LGBT teachers.

1.1 Background of the Study

In the Filipino cultural setting, we are very observant on tradition

gender roles. Due to this we tend stick on traditional gender roles. Let us

take for an example, a book activity about who does what, let’s say who

cooks at home, students would always answer their mother, a woman.

Who fixes broken things at home? Fathers, a man. The society dictates on

what a woman and a man do and should be. In effect of this traditional

view on gender roles, together with misunderstanding of sexual

orientation, gender identity and expression (SOGIE), lack of

understanding that LGBT members should have the same rights as man

and woman, and discrimination among LGBTs may follow and we might

consider them as unnatural, immoral and abnormal. Teachers are

perceived as the epitome for the youth and should manifest distinct

characters which are based again on the society’s moral standard and

tradition. Therefore, the youth might confuse if they found out that their
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teacher/s is/are homosexual. Because of this confusion due to culture and

lack of understanding in SOGIE, it may lead to negative attitude and

feeling among the youth, and unfortunately it will affect the relationship of

students to their LGBT teachers, and on how they will assess the

performance of their teachers; if they will assess their teachers’

performance based on their effort/work itself or on their cultural judgement

to the sexual orientation and expression of the person.

In some cases, there are students who are not comfortable being

around with homosexual individuals and if not avoided, this may result

them to insult such teacher. Nevertheless, a teacher’s sexual orientation

and gender identity must not be a hindrance to a better service for

education or a nuisance to the study of the students unless otherwise

persisted. This research will try to examine the level of homonegativity

among grade ten students toward their LGBT teachers.

1.2 Statement of the Problem

This research aims to determine the attitude of grade ten students

toward their LGBT teachers.

This study will try to answer the following problems:

1. What is the attitude of grade ten students towards their teachers

with different sexual preference?

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2. Will age respondents be a factor in level negative attitudes

towards teachers with different sexual preference?

3. Will female subjects record lower positive feelings than male

subjects; suggesting a lesser degree of positive feelings among

females?

4. Will religious affiliation of grade ten students be the factor in

their attitudes towards teachers with different sexual

orientation?

5. What factor affects the attitude of grade ten students toward

their teacher with different sexual preference?

1.3 Objectives of the Study

 determine the level of the attitude of grade ten students toward

teachers with different sexual prefrence;

 to identify the factor affecting the attitude of grade ten students

toward teachers with different sexual prefrence.

1.4 Scope and Limitations

This study will be conducted to determine the attitude of grade ten

students from Immaculate Conception Academy and Fiat Lux Academe in

Dasmariñas City, Cavite towards homosexual teachers. In line with this,

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the study will also identify the factors of students’ attitude toward

homosexuality.

The selected respondents would come from a sample of grade ten

students Immaculate Conception Academy and Fiat Lux Academe to be

determined through sampling. An additional limitation could be the

sensitive nature of the topic, which may have caused respondents to

answer in a socially acceptable manner. Other subjects or topics not

within the scope of the study will not be discussed and can be accepted as

future recommendation.

1.5 Significance of the Study

This study is beneficial to the students for they will enlighten their

mind to the rights of LGBT community specifically the rights of their

homosexual teachers and they will understand the dimension of sexual

and gender identity, orientation and expression. It will also benefit

heterosexual and homosexual teachers. It will shape the minds of

heterosexual or non-LGBT teachers and it will change their negative

perspective on homosexuality. Hence they will be an agent of LGBT rights

awareness in school and community. It will also provide the homosexual

teachers an understanding on the relevance of their sexuality to their

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students and might help them think of a way to develop a good

relationship with their students.

This study would also be beneficial to the school and the

community. It would help the school management in designing a

program/curriculum that will aware the students and teachers on LGBT

rights. This program can help them to eliminate discrimination and bullying

not only in the LGBT teachers but also in LGBT students. It would benefit

the community for it will give them a new perspective about sexuality. It

will rectify the misunderstanding and misperception of the community on

SOGIE.

1.6 Definition of Terms

Bisexual: A male or female whose sexual attraction to, and/or

behavior with, applies toward both males and females

(Human Rights Watch, 2001).

GLBT: A common abbreviation for an individual who is either gay,

lesbian, bisexual or transgendered (Human Rights Watch,

2001). Gay: One who is attracted to a person of the same

sex. This term is sometimes used to refer only to males who

are attracted to other males, but may also be used as a

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synonym for the more clinical term homosexual (Human

Rights Watch, 2001). For the purposes of this study, it will

refer to a male homosexual whose primary sexual

orientation is toward other males.

Homophobia: A fear or hatred of homosexuality, bisexuality or

toward those who are transgendered; this may be expressed

in prejudice, discrimination, stigmatization, harassment, or

acts of violence brought on by fear and hatred; may also be

internalized as self-hatred (American Academy of Pediatrics,

1993).

Homophobia is described in terms of four very distinct

but interrelated levels: personal, interpersonal, institutional,

and cultural (Blumenfeld, 1992).

Personal homophobia refers to one’s personal

beliefs about sexual minorities.

Interpersonal homophobia refers to specific

behaviors which: are manifested when a

personal bias or prejudice affects relations

among individuals, transforming prejudice into

its active component; discrimination.

Examples of interpersonal homophobia include

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harassment, both verbal and physical; name

calling; intimidation; and discrimination in work

or housing.

Institutional homophobia is the way in which

institutions discriminate on the basis of sexual

orientation; this type of discrimination is often

enforced by existing laws and policies.

Cultural homophobia is defined as social norms or

codes of behavior which, although not

expressly written into law or policy, work within

a society to legitimize oppression. According

to Blumenfeld (1992), this type of homophobia

can include seven categories: conspiracy to

silence, denial of culture, denial of popular

strength, fear of over visibility, creation of

defined public spaces, denial of self labeling,

and negative stereotyping.

Homosexuality: A clinical term used to describe people whose

primary sexual attraction to, and/or behavior with, is toward

members of the same gender/sex (Maddux, 1988).

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Lesbian: A female who is attracted toward other females (Human

Rights Watch, 2001).

Sexual Orientation: The persistent pattern of physical and/or

emotional attraction to members of the same or opposite sex

(American Academy of Pediatrics, 1993).

Transgendered: An individual who believes himself or herself to be

of a gender which is different from his or her biologic gender

(American Academy of Pediatrics, 1993).

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CHAPTER II:

REVIEW OF RELATED LITERATURE

2.1 Related Literature

HOMOPHOBIA: ITS FORM AND CAUSES

A man’s sexual preference has little to do with his personal integrity

and does not make him anymore or less than the rest of us. (Horizon,

1975, p.7)

Lorde (1984), aforementioned that homophobia is the fear of feeling

of love for members of one’s own sex and therefore the hatred of those

feelings in others. The beliefs in the inherent superiority of one pattern of

loving and thereby its right to dominance. In many cultures, same-sex

eroticism is socially accepted as part of the normal range of human

behavior. But in our society, many people believe that sexual contact

between men is sick and immoral, and either non-existent or impossible.

There are four distinct but interrelated types of homophobia: (1)

Personal (internalized) homophobia is prejudiced based on a personal,

belief that lesbian that lesbian, gay and bisexual people are sinful ,

immoral, sick, inferior to heterosexual or incomplete women and men. It is

experienced as feelings of fear, discomfort, dislike, hatred, or disgust with

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the same-sex sexuality. Like heterosexuals, lesbians, gays, and bisexuals

are taught that the same-sex sexuality is inferior to heterosexuality, and

many internalize this to the point where self-acceptance is difficult/ one

result of this is that some LGBTQs desperately try to deny or change their

sexual orientation; and some have tried to succeeded in committing

suicide. Personal homophobia is primarily caused by misinformation (2)

Interpersonal homophobia is individual behavior based on personal

homophobia. This hatred or dislike may be expressed by name-calling,

telling “jokes”, verbal and physical harassment, and other individual acts of

discrimination. Most people act out their fears of LGBTQ people in

nonviolent, more commonplace ways such as: relatives often shun their

LGBTQ family members; co-workers are distant and cold to LGBTQ

colleagues; heterosexual friends aren’t interested in hearing about their

LGBTQ friends’ relationships. This is can be explained by considering

psychological factors in conjunction with prejudiced (3) Institutional

homophobia, also called heterosexism, refers to the many ways in which

government, businesses, churches and other institutions and

organizations discriminate against people on the basis of sexual

orientation. This is also reflected in religious organizations which have

stated or implicit policies against lesbians, gays, bisexuals and

transgender leading services; agencies which refuse to allocate resources

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for services to LGBTQ people; governments which fail to insure the rights

of all citizens, regardless of their sexual orientation. This type of

homophobia is caused in part of competition for power. Societies such as

ours create scapegoats to maintain the status quo and positions of those

in power. (4) Cultural homophobia, also known as heterosexism, refers to

the social standards and norms which dictate that being heterosexual is

better or more moral than being LGBTQ, and that everyone is or should

be heterosexual. This type of homophobia is spelled out each day in

television shows and print advertisements where virtually every character

is heterosexual, every erotic relationship involves a female and a male,

and every “normal” child is presumed to be attracted to and will eventually

marry someone of the other sex. In the few cases where LGBTQ are

portrayed, they are usually unhappy, stereotyped, engaged in self-

destructive behaviors, or ambivalent about their sexual orientation.

Cultural homophobia is largely caused by social norms which dictate the

“correct” sexuality. (Thompson & Zoloth, 1990)

Homophobia, a term mostly used to define adverse responses to

lesbians and gay men, implies a single dimensional establishment of

attitudes as expression of irrational fears. It is related to the research since

the study covers the perceptions of 4 th year High School Students toward
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homosexual teachers. Based upon a review of previous empirical

research, a model is proposed that distinguishes three types of attitudes

according to the social psychological function they serve: (1) experiential,

categorizing social reality by one’s past interference with homosexual

persons; (2) defensive, coping with one’s inner conflicts or anxieties by

projecting them onto homosexual persons; and (3) symbolic, expressing

abstract concepts that are closely related to one’s notion of self and to

one’s social network and reference groups. Strategies are purposed for

changing attitudes serving each of the functions. The importance of

distinguishing attitudes toward lesbians from those focused on gay men is

also addressed. (Herek, 1984)

Friedrichs (2013) claim that, there are many things that cause

homophobic. One is negative message some person gets about being gay

or lesbian from family, society, and religious institutions. Another is their

belief about the causes of sexual orientation. Relative the Values and

Beliefs survey conducted by Gallup, it is found that more people believed

that sexual orientation is born, not learned. From the results of the poll, the

tolerance for gay-rights was said to be at its highest rate, however, some

people still seem to think that if being gay is a choice, then it is a negative

one.
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Gay and Lesbian Medical Association (n.d) claim that, homophobia

operates on two levels: internally and externally. Internal homophobia

represents prejudices that all individuals learn from their families, friends,

teachers, religious institutions, government, and the media. External

homophobia, on the other hand, is the apparent expression of those

biases, ranging from social avoidance, to legal and religious prohibition, to

violence.

2.2 Related Readings

YOGYAKARTA PRINCIPLES

All human beings are born free and equal in dignity and rights. All

human rights are universal, interdependent, indivisible and interrelated.

Sexual orientation and gender identity are integral to every person’s

dignity and humanity and must not be the basis for discrimination or

abuse.

Many advances have been made toward ensuring that people of all

sexual orientations and gender identities can live with the equal dignity

and respect to which all persons are entitled. Many States now have laws

and constitutions that guarantee the rights of equality and non-

discrimination without distinction on the basis of sex, sexual orientation or

gender identity.
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Nevertheless, human rights violations targeted toward persons

because of their actual or perceived sexual orientation or gender identity

constitute a global and entrenched pattern of serious concern. They

include extra-judicial killings, torture and ill-treatment, sexual assault and

rape, invasions of privacy, arbitrary detention, denial of employment and

education opportunities, and serious discrimination in relation to the

enjoyment of other human rights. These violations are often compounded

by experiences of other forms of violence, hatred, discrimination and

exclusion, such as those based on race, age, religion, disability, or

economic, social or other status.

The international system has seen great strides toward gender

equality and protections against violence in society, community and in the

family. In addition, key human rights mechanisms of the United Nations

have affirmed States’ obligation to ensure effective protection of all

persons from discrimination based on sexual orientation or gender

identity. However, the international response to human rights violations

based on sexual orientation and gender identity has been fragmented and

inconsistent.

The Yogyakarta Principles address a broad range of human rights

standards and their application to issues of sexual orientation and gender

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identity. The Principles affirm the primary obligation of States to

implement human rights. Each Principle is accompanied by detailed

recommendations to States. The experts also emphasize, though, that all

actors have responsibilities to promote and protect human rights.

Additional recommendations are addressed to other actors, including the

UN human rights system, national human rights institutions, the media,

non-governmental organizations, and funders.

The experts agree that the Yogyakarta Principles reflect the

existing state of international human rights law in relation to issues of

sexual orientation and gender identity. They also recognize that States

may incur additional obligations as human rights law continues to evolve.

The Yogyakarta Principles affirm binding international legal standards with

which all States must comply. They promise a different future where all

people born free and equal in dignity and rights can fulfill that precious

birthright. The following are some of the provisions of Yogyakarta

Principles protecting the rights of LGBT community from discrimination:

PRINCIPLE 2. The Rights to Equality and Non-discrimination

Everyone is entitled to enjoy all human rights without

discrimination on the basis of sexual orientation or gender
identity. Everyone is entitled to equality before the law and the
equal protection of the law without any such discrimination
whether or not the enjoyment of another human right is also
affected. (Article 26 ICCPR, Article 7 ICESCR, Principle 2
Yogyakarta Principles)
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PRINCIPLE 12. The right to Work

Everyone has the right to decent and productive work, to
just and favourable conditions of work and to protection
against unemployment, without discrimination on the
basis of sexual orientation or gender identity.

ANTI-DISCRIMINATION BILL AND ORDINANCES

Angara (n.d) proposed the Anti-Discrimination Bill (H.B No. 647) on

the congress. This bill is composed of 13 sections tackled about

prohibiting discrimination against people of different ethnic and religious

backgrounds. This bill aims to guarantee and ensure respect for the rights

of individual without discrimination of any kind as to race, color, sex,

language, religion, political or other opinion, national or social origin, birth

or other status and to adopt such legislative or other measures as may be

necessary to give effect to those rights and promotes equal protection and

eliminate stereotypes and prejudices. The bill enumerates different acts of

discrimination (Section 5) namely discrimination in employment;

education; delivery of good services; and accommodation.

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The vice mayor of the city of Davao, Vice Mayor Rodrigo R. Duterte

(2012), also proposed and passed the Anti-Discrimination Ordinance No.

0417-12. This ordinance declares unlawful acts and conduct of

discrimination based on sex, gender, national or ethnic origin and religious

affiliation or beliefs and penalizing the same. This city ordinance consists

of 14 sections. This ordinance is enacted pursuant to the provision of the

1987 Philippine Constitution particularly Section 10, 11, and 22 of Article

II; Section I of Article III and Section 3 of Article XIII. The said ordinance is

patterned to the bill proposed by Angara.

GAY RIGHTS IN THE PHILIPPINES

According to Rachel Cannon(2014), LGBT groups continue to face

discrimination in the Philippines, and gay rights are currently a hot topic in

the country. The Philippines is a predominately Catholic country, and

even though there has been an attempt for gay rights in the past, sexual

harassment is a major issue.

LGBT protection against workplace discrimination, or any other form of

discrimination, is being discussed in the Philippines, with the goal of

promoting an honest understanding of what these people face in terms of

work, marriage, adoption and health care.

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In the Philippines, same-sex marriage is illegal and therefore same-

sex couples cannot adopt. Over the past few years new laws were

extended to protect against discrimination, but the struggle for recognition

of gay rights remains. Hate crimes, particularly against transgender

people, are still a large problem. Likewise, limited employment for people

who identify as LGBT remains a major issue.  Many members of the LGBT

community in the Philippines feel that their physical and mental

development has been affected through discrimination while in the

workplace.

Legislative laws are up for discussion to help prevent violent hate

crimes against the transgender community. Many members of the LGBT

community also feel emotional abuse while attending school. Some

younger members want to get through school without being noticed, in

fear of being discriminated against or physically attacked. Many

transgender women experienced sexual violence and rape after coming

out as transgender in school.

At times, law enforcement officers refuse to help members of the

LGBT community, especially as many officers are not properly trained to

handle these matters and thus the problems can go unresolved or

reoccur.
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LGBT members of the Philippines hope for a future with gay-friendly

businesses so that there can be equal opportunity for all. Furthermore,

they hope for more representation in politics, proper training for police

officers and an end to hate crimes toward their community.

The fight against these issues must begin in the school systems and

beyond. These LGBT groups are growing up in fear and being rejected

from society, and the emotional and mental toll must be stopped.

Psychological Association of the Philippines (PAP) (2011), proposed

strategies to eliminate prejudice, discrimination and violence against

LGBT:

• opposed all public and private discrimination on the

basis of actual or perceived sexual orientation, gender
identity and expression;
 repeal discriminatory laws and policies, and support the
passage of legislation at the local and national levels that
protect the rights and promote the welfare of people of all
sexual orientations and gender identities and expressions;
• eliminate all forms of prejudice and discrimination
against LGBTs in teaching, research, psychological
interventions, assessment and other psychological
programs;
• encourage psychological research that addresses the
needs and concerns of LGBT Filipinos and their families and
communities;
• disseminate and apply accurate and evidence-based
information about sexual orientation and gender identity and
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expression to design interventions that foster mental health

and wellbeing of LGBT Filipinos

LGBT IN THE PHILIPPINES

Being LGBT in Asia: the Philippines Country Report provides an

overview of LGBT rights in the Philippines including the effects of laws,

policies, culture and social attitudes, and religion, based on research,

consultation and the National LGBT Community Dialogue. This overview

is followed by an examination of the Philippines experience of protecting

the rights of LGBT people under eight different areas: education, health,

employment, family affairs, religion, community, media and politics, using

the same methodology as described above. Case studies illustrating

success or challenges are included in the relevant areas. The next section

examines the capacity of LGBT organizations in the Philippines. This was

based on analysis of a participant survey as part of the Dialogue. The final

section is a list of recommendations and action points generated by the

Dialogue. In the Philippines, the grouping ‘Lesbian, Gay, Bisexual, and

Transgender (LGBT)’ includes a wide range of indigenous terms with

various geographical and subcultural origins. (USAID, UNDP):

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 Education

1. Develop monitoring mechanisms to review existing

education-related materials and ensure they are

SOGIE-sensitive. Specific activities include:

a) Reviewing existing curricula in both formal and non-formal

education
b) Reviewing existing education-related policies.

Partner with educational institutions to:

a) Provide SOGIE sensitivity training to faculty and staff

b) Include human rights awareness and/or approaches in school
policies
c) Include SOGIE issues in existing gender studies courses
d) Include SOGIE in existing gender audits that use the Magna
Carta for Women
e) Develop a Safe Schools Policy.
f) Develop awareness-raising campaigns specifically targeting
educational institutions to promote respect for diversity
through popular education tools like documentaries and
billboards.

. Strengthen the LGBT community in educational

establishments by:

a) Supporting students to form LGBT groups

b) Researching the experiences of LGBT students in Islamic
schools
c) Developing SOGI trainings for LGBT people.
 Employment

1) Push for new legislation focusing on LGBT people in the

workplace that addresses issues such as non-discrimination
in hiring and job retention and security.
2) Audit existing employment-related policies in relation to LGBT
issues, and then follow up with relevant agencies (e.g. the
Department of Labor and Employment (DOLE)) on their
compliance with LGBT-friendly agreements to which they are
signatory or a part of.
3) Work with existing government projects to include LGBT
people, for example, the inclusion of SOGI issues in poverty-
reduction discussions (e.g. the Department of Social Welfare
and Development (DSWD)) at the national level.
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4) Provide support to LGBT people in the workplace, including:

a. Psychosocial support for LGBT people to increase their
participation and productivity in the workforce
b. Paralegal support to victims of employment-related
discrimination.
5) Strengthen LGBT communities in the workforce by forming a
group of LGBT workers to join labor unions.
6) Make existing studies available that deal with the impact of
LGBT-friendly policies on the workforce, and how
discriminatory policies affect the performance of workers.
7) Conduct awareness-raising campaigns targeting the
workforce to promote respect for diversity in the workforce
through popular education tools like documentaries and
billboards.
8) Pushing for SOGI sensitivity while partnering with:
a. Sectors that are pro-LGBT
b. Human Resource (HR) departments of private
companies
c. Labor unions.
9) Include LGBT people with disabilities, LGBT migrant workers,
and those involved in sex work in employment-related
discussions and initiatives.
10) Organize, support and encourage LGBT entrepreneurs and
business owners

2.3 Related Studies

STUDENTS PERCEPTION TOWARDS HOMOSEXUAL PEERS

Heterosexual students from a large state university reported more

negative attitudes toward both gay male and lesbian peers than toward

students whose sexual orientation was not disclosed in social, academic,

and family situations. The implications of these findings for future

research, programming, institutional support systems, and institutional

policies as they affect gay male and lesbian students are discussed.
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Incidents of gay males, lesbians, and bisexuals who face prejudice,

violence, victimization, and defamation on college campuses because of

their sexual orientation have been widespread and well documented in

recent years (Berrill, 1992; D’Augelli, 1989a, 1989b; Herek, 1989; National

Gay and Lesbian Task Force Institute, 1992; Palmer, 1993; Rhoads,1995;

Sedlacek,1995) For example, nearly three-fourths of the gay male and

lesbian students surveyed in a study conducted by D’Augelli (1989)

reported that they had experienced verbal insults, one-fourth reported

being physically threatened, and one-half expressed concerns about their

personal safety. In addition, almost all participants indicated that they had

not reported these incidents to authorities for fear of additional harassment

or lack of follow-up.

The gay and bisexual male college students in Rhoad’s study

(1995) shared vivid incidents of being assaulted at parties, beaten at

downtown nightclubs, harassed in residence halls, and alienated in their

classes. One gay male described an unprovoked assault, resulting in an

injury requiring 18 stitches, as he walked home one evening with his

boyfriend. Rhoad (1995) commented that “the stories of discrimination

and harassment seem endless” (p. 71).

In a study conducted by Lopez and Chism (n.d) that investigated

campus and classroom experiences of gay and lesbian students, hostile

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incidents reported ranged from the destruction of posters advertising gay,

lesbian, and bisexual events to being subjected to offensive remarks such

as “hey, faggot” or “bash them back into the closet” (p. 99). The authors

commented that the gay male and lesbian students were surprised at the

level of student ignorance regarding sexual identity and the stereotypes

held by heterosexual students. Gay male and lesbian students also

experienced feelings of alienation by peers in the residence halls and in

their academic program. They shared that they were afraid to reveal their

sexual identity to their professors for fear of retaliation in how they would

be treated and graded and they were frustrated by faculty who failed to

react to homophobic remarks Some studies have indicated that

heterosexual men hold more negative feelings than heterosexual women

toward gay men and lesbian women (D’Augelli & Rose, 1990; Herek,

1988; Simoni, 1996; Yarber & Lee, 1983)

TEACHERS PERCEPTION TOWARDS HOMOSEXUAL STUDENTS

In the article of Mayo (2008), Gay Teachers’ Negotiated

Interactions with Their Students and (Straight) Colleagues, he examines

two sets of complex relationships at school: one between gay teachers

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and their students and another between the same gay teachers and their

colleagues at school. Some researchers have maintained that gay

teachers fail to advocate for gay and questioning youth because they fear

showing support for these students places their jobs in jeopardy (Mayo,

2008). He found, however, that the gay teachers in this study responded

to gay students’ needs and demonstrated support in a variety of ways,

despite working in school environments that were often hostile toward the

GLBT community. Mayo (2008), also discusses an array of relationships

found between gay teachers and their heterosexual colleagues at school.

These relationships uncovered no particular pattern, but reinforced the

idea that gay teachers must negotiate each faculty interaction and make

decisions about revealing their sexual orientation accordingly. His

research recommends that school administrators and teacher educators,

and strongly suggests that all faculty members take responsibility for the

well-being of gay and questioning students.

Much is written about gay and questioning students, their coming

out processes, and the challenges they face in today’s public schools

(Edwards, 1997; Eisen and Hall, 1996; Griffin, 1992; Munoz-Plaza, Quinn,

and Rounds, 2002; Rofes, 1994; Talyor, 2000; Unks, 1994). This growing

body of literature includes data related to educational institutions,

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community-based programs, and structures of support found within

schools for gay and questioning youth (Grossman, 1995; Lee, 2002;

MacGillivray, 2004; Rofes, 1989; Uribe, 1994). While there is still much

more to learn about the experiences of gay and lesbian students, far less

has been written about the group of adults at school who often feel

obligated, and yet powerless, to help them: gay teachers.

Sanlo (1999) writes extensively about a group of gay teachers in

northeast Florida gripped by fear and living in a culture of silence. As a

direct result of the fear felt by these teachers, they experienced strained

relationships with the groups of people that most of them hoped to

embrace. The teachers described “self-imposed distance from their

students and deep anxiety about answering questions students normally

ask all teachers about their private lives.” (pp. 95-96) The teachers

discussed their reluctance to reach out to anyone in the public school

system in northeast Florida, and none of them perceived their students’

parents as allies. They described their gay students as an at-risk

population in need of assistance and wished to help them, but “expressed

an unwillingness to be available to them for fear of discovery and ultimate

job loss.” (p. 100) like most school districts in Florida, the counties located

in the northeastern part of the state do not include sexual orientation as

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part of their non-discrimination policy for teachers. This lack of protection

exacerbates the gay teachers’ feelings of fear and powerlessness, making

it impossible for them to act.

The fear felt by gay teachers in northeast Florida is not unique to

that region of the country. Kissen (1996) found that gay teachers from

many areas across the United States had similar fears and concerns,

although these concerns varied in intensity from place to place and

depended heavily upon the degree to which the teachers were open about

their sexual orientation. Using the Lesbian and Gay Educators Identity

Management Strategies Model developed by Griffin (1992), Kissen found

that all the teachers in her study ranged from being totally closeted,

hoping to be viewed by others as heterosexual, to “explicitly out,” actively

affirming their gay and lesbian identities and feeling comfortable knowing

that others knew about their sexual orientation. Notably, the teachers less

comfortable with their degree of openness at school expressed higher

levels of anxiety about losing their jobs and being an ineffective educator

and role model, particularly for students who are questioning their sexual

orientation. Even though Lipkin (2004) believes that gay teachers may

serve as excellent role models for gay students, Kissen (1996) found that

gay teachers believed that their personal fears kept them from performing
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as positive role models, and this caused tremendous feelings of guilt and

anxiety among them.

The studies mentioned above confront many of the issues faced by

gay teachers at school. Whether focused on one particular region of a

particular state or more inclusive of many areas across the country,

researchers find common fears among gay teachers: job loss and being

an ineffective educator and poor role model for students. Kissen (1996)

and Sanlo (1999) also cited a reluctance on the part of gay teachers to

reach out to students they perceived as gay. Rofes (1989) believes that

the lack of courage on the part of adults, including gay teachers, is a key

barrier for gay and lesbian youth to overcome. As a former middle school

teacher who struggled with coming out in the late 1990s, I agree that fear

among adults at school is a serious and difficult barrier to overcome on

many levels. Part of overcoming this fear includes engaging in

conversations with and sharing information about teachers who face

similarly challenging scenarios, thus breaking the silence reported in

earlier research.

This article shares two important characteristics with research

conducted earlier. Like Sanlo’s (1999) study, it examines the lives of gay

teachers in one specific area, instead of casting a wide research net over
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a large part of the country. In addition, he conducted this research in an

area that is potentially hostile to gay and lesbian teachers at school. Like

the school districts in the northeastern part of the state, local school

districts do not include sexual orientation as part of their non-

discrimination clause for hiring new employees. Within this setting, the

study examines the relationships of seven gay male teachers with both

their heterosexual colleagues and their students who they perceived as

gay. It also examines the gay teachers’ reported day-to-day interactions

with colleagues and students and the meaning(s) attached to those

interactions. Given the number of years that have passed since the data

collection for the studies previously mentioned, this article reports some

new insights and uncovers current complexities in terms of the fears and

concerns faced by gay teachers, particularly as they relate to relationships

with their students.

STUDENTS - HOMOSEXUAL TEACHERS RELATIONSHIP

In the study made by Cameron and Cameron (Do homosexual

teachers pose a risk to pupils?, 1996), conclude that either homosexual

teachers more common today or their visibility is greater or both. Because

homosexuality is strongly associated with urbanization, there may possibly

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be more homosexual teachers than in the past (Lauman et al., 1994 as

cited by Cameron et al., 1996).

The study revealed that teachers may molest children more than

parents do. It is possible that teachers, who have presumably much less

physical access than their parents do are more likely to be involved

sexually with their charges than parents or stepparents. (Cameron et al.,

1996)

Cameron and Cameron (1996) aforementioned that, the empirical

literatures about sexual interaction between homosexual teachers and

their students is thin, but reports of homosexual interaction with teachers

appears with reasonable frequency among surveys of homosexuals.

Unless homosexual orientation is inevitable and not influenced by

learning factors, homosexual ought to elicit the development of

homosexuality within their pupil more frequently than pupil who were not

exposed to homosexual teachers (Cameron et al., 1996).

The report about sexual advances towards other students by

homosexual teachers may be regarded with suspicion because the

information may have been based on rumor.

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Based on the report by the former pupils, homosexual teachers

were proportionately more apt to involved themselves with pupils than

heteroseexual teachers. Because homosexuals reported more sexual

interaction with their teachers than to heterosexual did, and furthermore,

because homosexual more frequently indicated that they were influenced

toward homosexuality by their homosexual teachers, the possibility that

sexual contact with or influenced by homosexual teachers may have

contributed to the sexual orientation of homosexual respondents cannot

be dismissed.

2.4 THEORETICAL FRAMEWORK

The theory to be used in this study is the Feminist Theory (Strong

et. al., 2005). It was developed as a result of the feminist movement and it

was used to study how each family was shaped by gender and gender

roles. Historically, men were expected to display masculine attributes,

while all women were expected to display femininity. This theory indicates

that males and females have specific gender roles that they must conform

to. While mostly gender related, this theory also extends to all oppressed

groups based on age, class, ethnicity, race, disability, or sexual

orientation. As applied to this study, the Feminist Theory would predict the

attitude of students towards LGBT teachers would reflect that of society’s

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assumptions towards males and females. This theory suggests that our

sample’s attitudes would reflect heterosexual and traditional gender roles

based on men possessing masculine traits and women exhibiting feminine

traits.
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CHAPTER III

METHODOLOGY

This study was conducted to investigate the attitude towards LGBT

teachers, as identified Grade Ten students from selected private schools

in Dasmariñas City, Cavite. This chapter describes the methodology for

this study. Chapter organization is as follows: (a) participants, (b)

research design, (c) measurement, (d) procedure, (e) data analysis.

PARTICIPANTS

This study will take place in selected private schools in City of

Dasmariñas, Cavite namely Immaculate Conception Academy and Fiat

Lux Academe. The participants are consisting of 70 grade 10 high school

student enrolled for academic year 2015-2016. There are 114 participants

from Immaculate Conception Academy and 40 from Fiat Lux Academe

with the total of 154 respondents.

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3.1 RESEARCH DESIGN

The purpose of this research is to reveal the current attitude of high

school students towards their LGBT teachers. This is a random probability

sample design where in the respondents will be randomly selected from

selected private schools in Dasmariñas City, Cavite.

The descriptive research design will be used in this study. It used to

describe characteristics of a population or phenomenon being studied. In

addition, the conceptualization of descriptive research, categorization or

taxonomy, precedes the hypotheses of the explanatory research. This

type of research describes what exists and may help to uncover new facts

and meaning. This involves the collection of data that will provide an

account or description if individuals, groups or situations. In this study,

questionnaires will be used to obtain data

(http://study.com/academy/lesson/descriptive-research-design-definition-

examples-types.html). This method is reliable for chosen research and

used to ascertain the perspective of every fourth year high school students

th their LGBT teachers.

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3.2 MEASUREMENT

The main measure to be used in this study is the Homophobia

Scale (H.S.) as developed by Bernet, Henry and Wright (1999). The

questionnaire will be modified to adapt to the respondents and will validate

using ten grade nine students who are not part of the study. Homophobia

Scale (HS) was developed to assess the cognitive, affective, and

behavioral components of homophobia and it will be used to measure the

homophobic attitudes of students towards their LGBT teachers. It consists

of 25 statements to which respondents answer on a 5-point Likert scale of

1 (strongly agree) to 5 (strongly disagree). The majority of the homophobia

scales currently in use measure attitudes toward gay and lesbian

individuals, what has been referred to as homonegativity, but do not

capture the entire construct of homophobia. The inclusion of items that

assess social avoidance and aggressive acting, in addition to the

attitudinal items found on many homophobia measures, differentiates the

HS from other scales (Fisher, Davis, Yarber,Davis, 2010). In addition to

HS, a set of demographic question regarding age, sex and religious

affiliation of students are added.

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3.3 PROCEDURE

Approval to conduct the study was sought from the research

coordinator of Immaculate Conception Academy which served as the

setting for the study. The participants will be selected by obtaining

permission from the principals and administrations of Fiat Lux Academe

and Immaculate Conception Academy. They will be informed about the

nature of study and their rights to participate or to withdraw from the study.

Completed Questionnaires will immediately collected to assure

confidentiality and anonymity. After data collection, all data will be vetted

through cross-checking by the research team in order to ensure its

accuracy and completeness. Data will be coded, scored, and analyzed

using Statistical Product and Service Solutions (SPSS). Descriptive

statistics in the form of means and standard deviation will be computed

and univariate analysis will run to test the hypotheses.

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3.4 DATA ANALYSIS

Total mean scores on the HS will be computed for each participant.

The total mean score will be used to replace missing values in the event

that a participant failed to answer a particular question on the attitude

scale. Cronbach’s alpha was used to check degree of internal

consistency of the survey instruments used, and factorial analysis of

variance using the general linear model was performed to determine if

significant differences were found with the independent variables,

significance set at p < .05.

One way variance ANOVA was utilized to identify the relationship of

independent variable: age, gender, and religous afilliation, to dependent

varible, the attitude of grade ten students toward teachers with different

sexual preference.
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CHAPTER IV

Results and Discussion

The purpose of this study was to survey the grade ten students,

from Fiat Lux Academe and Immaculate conception Academy with five

campuses, to ascertain their attitude towards their teachers with different

sexual preference. This chapter presents the data received from these

surveys. Demographic characteristics of each respondent are presented,

as well as a breakdown by participating institution. Data are presented

around 6 research question. Implemented statistical procedures and

obtained results are discussed. A significance level of p < .05 was used

for all analyses. The chapter concludes with a brief summary of these

findings.

Each respondent completed a demographic data sheet, the

Homophobia Scale. The sample consisted 147 female (63.6%) and 84

men (36.4%) with all participants reporting gender. Almost half of

respondents are enrolled in Fiat Lux Academe (34.6% ) and in Immaculate

Conception Academy (ICA)– West Campus (33.3%). 25 (10.8%) out of

231 respondents are from ICA-South Campus, 21 (9.1%) from East

Campus, 17 (7.4%) from North Campus, and 11 (4.8%) from Science High

School.
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With respect to the demographic question regarding the age of

respondents, 15 years old accounted for 54.1% (N=125); 44.6% (N=103)

indicated a 16 years old; and 1.3% (N=3) were 17 years old.

Majority (85.7 %) of respondents are affiliated in Roman Catholic;

10 (4.3%) are Christians; eight (3.5%) are Born Again; Iglesia ni Cristo

and Islam with three (1.3%) respondents each; two (.9%) are from

Buddhism, Methodist and Judaism; and one (.4%) are Protestant.

Complete demographic breakdowns for all respondents can be

found in Figure 1 to 4.

GENDER

Frequency Percent Valid Percent Cumulative

Percent

Male 84 36.4 36.4 36.4

Valid female 147 63.6 63.6 100.0

Total 231 100.0 100.0

Figure1: Percent Distribution of Respondents by Gender
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Figure 2: Precent Distribution of Respondents by Age Group

Age

Frequency Percent Valid Percent Cumulative

Percent

15 125 RELIGION
54.1 54.1 54.1

16 103
Frequency 44.6
Percent 44.6
Valid Percent 98.7
Cumulative
Valid
17 3 1.3 1.3 100.0
Percent
Total
Roman Catholic 231198 100.085.7 100.085.7 85.7

Born Again 8 3.5 3.5 89.2

Islam 3 1.3 1.3 90.5

Methodist 2 .9 .9 91.3

Judaism 2 .9 .9 92.2

Valid Protestant 1 .4 .4 92.6

Jehova's Witness 2 .9 .9 93.5

Christian 10 4.3 4.3 97.8

Iglesia ni Cristo 3 1.3 1.3 99.1

Budhist 2 .9 .9 100.0

Total 231 100.0 100.0

Figure 3: Percent Distributin of Respondents by Religion

SCHOOL

Frequency Percent Valid Percent Cumulative

Percent

Valid Plaza ICA 11 4.8 4.8 4.8

East ICA 21 9.1 9.1 13.9

North ICA 17 7.4 7.4 21.2

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West ICA 80 34.6 34.6 55.8

South ICA 25 10.8 10.8 66.7

Fiat Lux 77 33.3 33.3 100.0

Total 231 100.0 100.0

Figure 5: Percent Distribution of Respondents by School/Campus

Research Questions

Six research questions were generated to direct this study.

Research questions are addressed in groups as appropriate. Statistical

outcomes from procedures which were implemented for the study, along

with results, will be given.

Research Question One

What is the attitide of grade ten students towards their teachers

with diffrent sexual preference?

Table 4 shows the results attitude of respondetns towward teachers

with different sexual orientatiobn. The instrument consisted of 25

statements on the attitude towards homosexual and generated scores

from 25-50 indicate with mostly positive feelings; 50-100 have neutral to

negative feelings; and 100-125 have mostly negative feelings about

queers. The range of scores for all teacher grouprespondets was 50-100
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with a mean of 1.61 (sd=.49) indicating respondents have have neutral to

negative feelings about queers.

Figure 4

ATTITUDE OF GRADE TEN STUDENTS TOWARD THEIR TEACHERS WITH DIFFERENT

SEXUUAL ORIENTATION

Attitude

Frequency Percent Valid Percent Cumulative

Percent

have mostly positive 90 39.0 39.0 39.0

feelings about queers

have neutral to negative 140 60.6 60.6 99.6

Valid feelings about queers

have mostly negative 1 .4 .4 100.0

feelings about queers

Total 231 100.0 100.0

Research Question 2

Will age respondents be a factor in the level negative attitudes

towards teachers with different sexual preference?

Respondents were categorized into three age groups based on self

reporting information provided. The significant F-ratio (1.663) reveals that

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there is no significant difference on the attitude towards teachers with

different sexual preference within the age-group.

Descriptives

Attitude Group

N Mean Std. Std. 95% Confidence Interval for Minimum Maximu

Deviation Error Mean m

Lower Bound Upper Bound

15 125 1.6640 .47424 .04242 1.5800 1.7480 1.00 2.00

16 103 1.5631 .51772 .05101 1.4619 1.6643 1.00 3.00

17 3 1.3333 .57735 .33333 -.1009 2.7676 1.00 2.00

Total 231 1.6147 .49655 .03267 1.5503 1.6791 1.00 3.00

Figure 5

DIFFERENCE OF ATTITUDE TOWARDS TEACHERS WITH

DIFFERENT SEXUAL PREFERENCE WITHIN THE AGE- GROUP
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ANOVA
AttitudeGroup

Sum of Squares df Mean Square F Sig.

Between Groups .815 2 .408 1.663 .192

Within Groups 55.894 228 .245
Total 56.710 230

Reseach Question Three

Will female subjects record lower positive feelings than male subjects;

suggesting a lesser degree of positive feelings among females?

The sample investigated responses of147 women (63.6%) and 47

men (34.4%) to determine if gender was related to the level of negativity in

attitudes towards teachers with different sexual orientations. Table 6

shows the comparison of males and females for the dependent variable.

An analysis of variance using the general linear model showed no

significant differences in mean attitude score between gender-based

groups, F = .02, p = .90.

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Figure 6

DIFFERENCE ON THE ATTITUDE TOWARDS TEACHERS WITH DIFFERENT SEXUAL

PREFERENCE BETWEEN GENDER-BASED GROUPS.

Descriptives

AttitudeGroup

N Mean Std. Deviation Std. Error 95% Confidence Interval for Minimum Maxi
Mean mum

Lower Bound Upper Bound

M 84 1.6667 .49899 .05444 1.5584 1.7750 1.00 3.00

F 147 1.5850 .49440 .04078 1.5044 1.6656 1.00 2.00
Tot 231 1.6147 .49655 .03267 1.5503 1.6791 1.00 3.00
al

ANOVA
AttitudeGroup

Sum of Squares df Mean Square F Sig.

Between Groups .356 1 .356 1.448 .230

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Within Groups 56.354 229 .246

Total 56.710 230

Research Question four

Will religous affiliation of grade ten students be the factor in their

attitudes towards teachers with different sexual orientation?

The respondents were categorized in ten religous group. 85.7%

(N=198) belongs to Roman Catholic church. The significant F-ratio reveals

that there is no significant effect of the religious affiliation on the attitude

towards teachers with different sexual preference.

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Figure Seven

EFFECT OF RELIGIOUS AFILLIATION ON THE ATTITUDE TOWARDS TEACHERS WITH

DIFFERENT SEXUAL PREFERENCE

Descriptives

AttitudeGroup

N Mean Std. Std. 95% Confidence Interval Minimu Maximu

Deviation Error for Mean m m

Lower Upper
Bound Bound

Roman 198 1.6313 .49406 .03511 1.5621 1.7006 1.00 3.00

Catholic

Born Again 8 1.6250 .51755 .18298 1.1923 2.0577 1.00 2.00

Islam 3 1.6667 .57735 .33333 .2324 3.1009 1.00 2.00

Methodist 2 1.0000 .00000 .00000 1.0000 1.0000 1.00 1.00

Judaism 2 1.0000 .00000 .00000 1.0000 1.0000 1.00 1.00

Protestant 1 1.0000 . . . . 1.00 1.00

Jehova's 2 1.5000 .70711 .50000 -4.8531 7.8531 1.00 2.00

Witness

Christian 10 1.6000 .51640 .16330 1.2306 1.9694 1.00 2.00

Iglesia ni 3 1.3333 .57735 .33333 -.1009 2.7676 1.00 2.00

Cristo

Budhist 2 2.0000 .00000 .00000 2.0000 2.0000 2.00 2.00

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Total 231 1.6147 .49655 .03267 1.5503 1.6791 1.00 3.00

ANOVA
AttitudeGroup

Sum of Squares df Mean Square F Sig.

Between Groups 2.516 9 .280 1.140 .336

Within Groups 54.194 221 .245
Total 56.710 230

Research Question Five

What factor affects the attitude of grade ten students toward their

teacher with different sexual prefernece?

The Hophobia Scale dermiine the level of homophobic attitude of an

individual. It also dtermmine what factor causes the attitude. based on the

data below, Behavior/negative Affect is the main factor in the attitude of

grade ten students toward their teachers with different sexual preference

with the mean of 11.35.

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Figure 8

FACTORS OF ATTITUDE TOWARDS TEACHERS WITH DIFFERENT SEXUAL PREFERENCE

Statistics

Behavior/Negative Behavioral Cognitive

Affect Agression Negativism

Valid 231 231 231

N
Missing 0 0 0
Mean 11.35065 10.0823 7.7229
Std. Deviation 5.769710 6.50934 4.53502
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CHAPTER V

SUMMARY, CONCLUSION, RECOMMENDATIONS

5.1 Summary

The purpose of this study was to examine the attitudes of grade ten

students toward teachers with different sexual preference The results are

based on responses from 231 grade ten students enrolled at Fiat Lux

Academe and Immaculate conception Academy.

Grade ten students enroled in Fiat Lux Academe accounted for

33.3% (N=77) of the total responses, while the additional 66.7% (N=154)

represented those enroled in Immaculate Conception Academy. The

instruments used to measure the dependent variables of attitude were

adopted and modified for respondents. All data was gathered between

January 2016-February 2016, and all subjects were volunteers.

Respondents completed a demographic data sheet, the

Homophobia Scale. The research investigated independent variables to

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determine if they contributed to more positive attitudes towards teachers

with different sexual preference. These variables included (a) age, (b)

gender, (c) religous affiliation. An analysis of variance using the general

linear model was conducted for each research question. A significance

level of p < .05 was used for all analyses.

The range of scores for all grade ten students was 50-100 with a

mean of 1.61 (sd=.49) indicating respondents have neutral to negative

feelings about teachers with different sexual preference. It also indicates

that 60.6% or 160 students possessed neutral to negative feeling about

their teachers with different sexual preference (Refer to Figure 4). A

number of sources suggest that Filipinos have rather negative attitudes

toward, lesbians, gay men, and their sexualities. Observations made by

activists and members of the NGO sector, for example, point to prejudice

and discrimination against lesbians in many domains including healthcare,

education, work, and religion (Women's Feature Service Philippines,

2001). Even research that does not specifically focus on gay and lesbian

concerns points to the existence of heterosexist views among Filipinos. In

their study of Filipino pagkalalake/masculinity using interviews with 32

father-son pairs from various areas in the Philippines, Aguiling-Dalisay

and her colleagues (20001 found that being gay was considered by
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participants as "sinful" and antithetical to being a "real" man. Similarly, in

their field research on sexual risks among Filipino young adults in Manila

and Iloilo, Tan, Ujano-Batangan, and Cabado-Espanola (2001) noted that

many participants held strongly negative views of being gay / lesbian, with

gay sex being described as "unnatural" or "filthy" ("baboy"). In the words of

these researchers: "On the surface, homosexuality seems to be tolerated

[in Filipino society] but our research shows that there is strong resentment

of and discrimination against gay men and lesbians" (p.116).

Mean scores were investigated to determine if differences existed

among gender-based group of respondents. No significant differences

were found in the mean scores reported for the attitude among grade ten

students: (a) male respondents, mean of 1.66 (sd=.49); and (b) female

respondents, mean of 1.58 (sd= .49). The results contradict to the

previous study of D’Augeili and Ross (1990). The male respondents

scored significantly higher level of homophobia than female (D’Augeili and

Ross, 1990). On the other hand the study conducted by Morgan (2003),

reveals that the attitude between male and female is not significantly

differ.

The findings showed that the religious affiliation of participants and

their attitude towards teachers with different sexual preference is

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statistically not significant related at the .05 significant level. It contradict to

the prior study that religion and cultural differences affects the attitude of

an individual towards homosexuality (Boadi, Agbakpe, and Dziwornu,

2014). In a recent survey, the Philippines run against the existing global

trend, which states that the centrality of religion in people's lives is a

negative correlate of homosexual acceptance. In other words, the more

important religion is for a particular country, the less tolerance is exhibited

(Bernal, 2013, para. 11 as cited by Juaquin, 2014). Furthermore, the result

shows how the country acts as the strongest outlier in the pool of sampled

regions, registering an above 50% tolerance rate despite a high level of

religiosity (Bernal, 2013, para. 12 as cited by Juaquin, 2014).

5.2 Conclusion

Students attitude toward teachers with different sexual preference

were found to be neutral to negative it may be due to heterosxist view of

Filipinos (Manalastas and Del Pilar, 2005). Fiske (1998) noted that

stereotyping and prejudice, and discrimination are too much with us. The

findings show that the behavior/negative affect is the factor for such

attitude. According to survey of gay male college students by Mostajo,

Saz-Page, and called by terms like bakla instead of one's name, being
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subjected to anti-gay jokes, being forced to enter intimate relationships

with others of the opposite sex, and being considered sick or abnormal.

These findings have implications for Filipino teachers with different

sexual preference as well as for efforts at promoting a more open and

affirmative Filipino society, especially in school community.

The researchers hope that more professionals will recognize and

be sensitive to the importance of student’s perceptions towards

homosexuality.

Social scientists, including social psychologists, are in an important

position to contribute to the advancement of social justice for lesbian, gay,

bisexual and transgender communities (D'Augelli & Garnets, 1991).

Researchers must be equipped with the conceptual and methodological

tools to document and analyze prejudice, discrimination, stigma, and

inequalities experienced by LGBT Filipinos. By making these realities

known via an empirical research base, we can inform educational efforts

as well as public policy (e.g., providing evidence of heterosexism in

support of current efforts by human-rights groups and LGBT activists

toward the ratification of anti- discrimination laws that will protect all

Filipinos from discrimination based on sexual orientation).

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The challenge for Filipino social scientists is to bring to the surface

what some may consider to be already non-existent (e.g., the largely

inaccurate notion that Filipino society is "tolerant" or "accepting" of its

LGBT members) or worse, a non- issue (i.e., the modern heterosexist

belief that anti-gay prejudice is a trivial social concern and that LGBT

people "want too many rights’’. (Raja & Stokes, 1998).

.5.3 Recommendation

Based on the findings of this study, the following

recommendations were formulated:

1. A school counselor or security coordinator initiates a short

survey on diversity gender difference. It may turn out the school

policy on discrimination and bullying in the basis of gender

identity and sexual orientation is more or less satisfying, but

needs to be more defined on specific LGBT themes.

2. The school administration formulates an inclusive mission. It

makes a list of areas where diversity policy may be enhanced

and where LGBT issues could be integrated.

3. A study focusing on students’ knowlege in sexual orientation

and gender identity in relation with their attitude towards

homosexuals.
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REFERENCES

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penalizing the same (Ordinance no. 0417-12 s. 2012) (Phil.)

An act defining discrimination on the basis of sexual orientation and

gender identity and providing penalties therefor (House Bill

no, 1230) (Phil)

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An ordinance prohibiting conduct of discrimination based on gender,

physical disability, gender orientation and religious affiliation

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