Name 1

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Flying Colors Inside the Closet: A Study for Gender-Oriented Students in Christian Schools

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, statement of the problem, significance of the study, scope and

limitation, definition of terms used, and conceptual framework.

I. Introduction

According to Nelson Mandela, “To deny people their human rights is to challenge their very humanity.”

LGBTQIAA+ Community has become very know in this generation though the term homosexuality started

back in the 19th Century. It was first used as LGB to replace the term gay, but was later on revised to LGBT

in the 1990s. Since then, many have been beside and against these people. Those who are part of the

community are those who are in the third gender.

We can easily respond to these people's circumstances in knowing their past and views. This research

focuses in particular on gender-oriented students studying at a Christian school. The researchers believe that

schools should be a safe place for students, regardless of gender. They deserve no prejudice, abuse or

bullying. Because bullying is a common problem for students, it often results in low self esteem, depression

and worse mental illnesses that can lead to suicide. Although everyone has a different point of view on

bullying, it should still not discriminate or make the student look down on themselves.

These people also have rights that they should acknowledge, but since Christian schools also have their

own policies, it is still an argument on whose rights should be acknowledged and accepted.

II. Definition of Terms

LGBTQIAA+ - A community built for gender-oriented persons or most commonly

known as gays.

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 Homosexuality - It is when a person starts feeling sexual attraction towards a person

with the same or opposite gender/sexuality with him/her.

Heterosexuality - A romantic attraction between person with the same gender.

III. Statement of the Problem

This study focuses on the effects of being a gender-oriented student in a Christian school. It aims to

answer the following questions:

1. How does being in a Christian School affect these Students?

2. How does studying in a Christian School help and influence them to change their

perspective towards their sexual preferences?

3. What actions does the school do towards them and what do students feel about it?

4. In what way do the school acknowledge their rights?

IV. Significance of the Study

The research seeks to highlight and explain the rights of a gender-oriented student in a Christian school

because in most students life bullying is a major problem. The work will also help to know what behaviors

these students are doing or how the school deals with them.

V. Scope and Limitation

This study focused on the effects of being a gender-oriented student in a Christian school during the

school year 2019-2020. The respondents of the study are The study's respondents are restricted to few only

due to privacy issues and school biases.

The results of this study is only applicable to the respondents and for the year of the study only. This

study only focuses on the views, interaction, and treatment of heterosexuals to the homosexuals.

VI. Conceptual Framework

This study focuses on the effects of the policies and beliefs of Christian schools towards the students

who are part of the LGBTQIAA+ community. This exposes how people differ in interacting with these
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students, it can or may actually result to discrimination and bullying. Since some people may have the same

faith as the school, they may probably hate the person who goes against school beliefs. Homosexuality may

be considered to be a sin, heterosexuals agree that homosexuality shouldn't be found in society. Somehow

this ignorance will contribute to such hate.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

I. Introduction

This study will be focusing on gender-oriented students inside Christian schools. Given that

discrimination and harassment are a major problem in schools, the researchers seek to help gender-oriented

students address factors that make them feel unwelcome and unsafe in the culture in which they reside.The

goal is also to highlight the rights of a gender-oriented student in particular within the school.

This chapter presents the background and justification for the researchers ' study. This provides

additional knowledge and other research with any incoherence and inconsistencies.

II. Foreign Literature

Michael Foucault, a 20th-century French Philosopher who strongly influenced the queer theory,

believes that sexuality is socially constructed. There is no cross-sexuality that is simply given, not by

genes or any natural aspect (Callis, 2011). Cultural understandings are the one that drives and urges a

person into homosexuality. Globalization, however, is changing the nature of sexual identities,

especially among those who engage in same-sex relations. The West’s movement on gay rights had

strongly influenced Asians with same-sex sexuality beliefs. Most other Asian countries today have gay

and lesbian groups. In 1993, activists formed Progay Philippines that organized Asia’s first gay pride

march in June 1994 (Volunteer Match, 2018).

Homophobia refers to a fear or hatred of homosexuality and gays and lesbians in general. It

emphasizes the “phobia” aspect that shows extreme or irrational aversion to gays and lesbians. Usually,

those who favor homosexuals use the term, since from their point of view there is nothing wrong with

the homosexuality and thus fear of it is irrational. Though most of those who show hatred or fear believe

that their dislike and loath are reasonable and do not count as a phobia (Anderson, 2016). Homophobes

typically rely on stereotypes. For instance, they portray gay men as womanish and lesbians as mannish.

They often make outrageous claims against homosexuals.

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 Christians have been considered as one of the homophobes. The Baptists see homosexuality as evil

and result of hedonism or some other grave personal failing. They also argue that homosexuality is a

threat to morality, the family, and community. Yet since homosexuality does not exist by nature, it can

be cured and Baptists and other similar groups help finance the reparative therapy movement (Pickett,

2011). Reparative therapy movement or now know as conversion therapy, practices that attempt to

change their sexual orientation or gender identity (Movement Advancement Project). Early Christian

theologians harshly denounced same-sex relations and any type of sex as immoral. Christianity’s rise in

influence resulted in a series of anti-sodomy laws, law that defines sexual acts as crimes. There is a

broad variety of view today within Christianity on the morality of same-sex relations. In 1986, Cardinal

Joseph Ratzinger published “The Pastoral Care of Homosexual Persons.” Ratzinger, who later became

Pope Benedict, argued that homosexuality is an innate condition and therefore since it is not chosen, it is

not a sin. Homosexual sex, however, is sinful and can never be more, even in the context of loving

relationships (Kiely, 2012).

III. Local Literature

Many Filipino LGBTs still continue to experience stigma, prejudice, and discrimination. (Psychological

Association of the Philippines, PAP, 2011). It has also been seen that anti-gay prejudice is alive among

Filipinos. In the analysis conducted by Manalastas, a nationally representative survey found that 1 out of 4

Filipinos would reject gay people as neighbors and that 28% of Filipino adults consider being gay as

"unacceptable." The views regarding homosexuality in the Philippines are somewhat attributed to the

dominant culture of heterosexuality and religious teachings. Cultural norms are built around the dominant

culture of heterosexuality defining same-sex relationships as deviant and immoral while defining man-

woman relationships as good, "normal and natural" (Manalastas, 2013).

In the Philippines, the terms “tomboy” and “bakla” describes lesbian women and gay men, and are often

used synonymously to label transgender people. Findings indicate that religion, culture, and family

expectations influenced one’s ability to accept one’s sexuality and that lesbian and gay Filipinos experience

several psychological stressors as a result of balancing their multiple identities (Nadal, 2013). Participants

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described the types of racism they experience in the LGBT community, as well as the heterosexism they face

in their families and in their ethnic communities.

Though Philippines is considered as a gay-friendly country, it is reported that Filipino Lesbian, Gay,

Transgender and Bisexual (LGBT) students are struggling with bullying and discrimination from families,

communities and schools (Poudel, 2018). The main barriers of the organization are the lack of legal

protection, mental health issues and discrimination at different places were big challenges to Filipino LGBT

students (Tang, 2018). The religion was also not supportive towards LGBT and showed powerful influence

on many aspects, including education and politics. To address these issues, educating and sensitizing more

people, and engaging LGBT individuals into advocacy were mostly expected. It is recommended to the

government to act positively to pass the ‘anti-discrimination bill’ that was already prepared.

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 Chapter 3

Methodology

As stated in the title, this chapter contains the research paper's methodology. The researchers

explain in more depth the research method, data collection methods, sample selection, the research process,

the form of data analysis, and the research limitations.

I. Participants
The respondents expected for the study were 60 but we had voluntary respondents who were either

gender-oriented or gender-confused students because of privacy concerns and since they were in a Christian

School. The respondent's age range is 14-18 years old.

The respondents were chosen with the proper permission from those who have already come out and

from their peers. They were asked if they were willing to answer the questionnaire forms in advance.

II. Instruments

The researchers collect data on the interactions of selected gender-orientated students with their

families, their peers and with their schools through questionnaires that include 50 qualitative questions.

III. Data Gathering Procedure

The researchers at the (SCHOOL NAME) carried out this study. The respondents were chosen from the

Department of Junior and High Schools. The researchers then collected, analyzed, summarized and

examined the data to draw conclusions on the topic.

IV. Research Limitations

Due to lack of time and school policy prejudices, the researchers had limited access to the few

respondents. There is also a lack of prior research on this subject, so the researchers have produced a

completely new study. Since the data was in form of questionnaires, it is only a self-reported data and

researchers can rely on only the answers provided by the survey respondents.
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 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The findings and analysis of qualitative questionnaires are represented as quantitative in this chapter in

the statistical table, graphics and text interpretation.

6%

YES
NO

94%

Figure 1. Number of students questioning their own gender identity.

The figure shows that nine out of 10 or 94% of students who have been questioned have doubts about

their gender before confirming their sexual preference and only 6% are already certain. These data apply

only to the few respondents chosen.

19%

GAYS
LESBIANS
19% 56%
BOTH
NEITHER

6%

Figure 2. Acceptance of gays or lesbians in society, based on the answers of the respondents.

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 This figure shows that 56% of students believe that gays are more accepted in society, while 6% think

lesbians are more accepted, 38% of students replied both or neither.

31%

YES
NO

69%

Figure 3. The effects of criticism on students who are gender-oriented

This figure revealed that 69% of these sex-oriented students are subject to criticism by others, whilst the

remaining 31% aren't troubled by the critics.

6%

50% YES
NO
44%
I DON’T KNOW

Figure 4. The number of respondents who considered coming out as gender-oriented.

This figure shows that one-half of the respondents attempted to appear as gender oriented people, but 44%

did not, and 6% were unsure.

10%

40%
ASHAMED
FEAR OF JUDGEMENTS
RELIGIOUS ENVI-
RONMENT
50%

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 Figure 5. Factors that prevent these gender-oriented students from coming out.

This figure shows that prejudice, uncertainty, and being in a religious school prohibit them from expressing
their true gender identity.

8% 11%

YES
NO
MAYBE

81%

Figure 6. The possibility of an environment to change the preference of a person in terms of gender.

This figure shows that 81% of the students assume that a person can have differences in gender preferences
because of the environment they are in.

44%

YES
56% NO

Figure 7. The approach to gender-oriented students in the Christian school.

This figure shows that while 56% may believe gender-oriented students are treated properly in Christian

schools, 44% still disagree.

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 Chapter 5

Summary, Conclusions, and Recommendations

The research conducted is about the effects of being a gender-oriented student in Christian school. It

reveals how the policies and different viewpoints impact these students ' lives. It allows the students to

understand their place in school policies.

Summary

This research was conducted with the goal of supporting gender-oriented students with their rights

within the Christian School and data were collected for this study using respondents who were identified as

gender-oriented students. This study applies only for the year of the study, S.Y. 2019-2020. Through a

qualitative survey, the data were collected, and subsequently analyzed as quantitative data.

Conclusions

The study concluded that the data collected were as follows:

i. Most of the respondents are afraid to express themselves because of the criticism they

may get from others. They isolate their true self and just pretend not to be judged.

ii. Friends, family, social media and including their own are common factors that

influence a person who becomes gender-oriented. Having gender-oriented friends can

also be a factor for a person to be gender-oriented. Social media has also been seen as a

major influence, especially for adolescents.

iii. Most respondents believe that, because they are in a Christian School, it is easier to

hide their gender identity than to reveal it to others to escape judgments and criticism.

Since most Christians view homosexuality as a sin, they avoid any conflicts in this

matter.

iv. Christian schools do not condemn these students but at the same time they do not

support them. They encourage them to change their views to the fullest extent possible.

Homosexuality does not contravene the policies of school but is contrary to school

beliefs, which is why schools try to influence students to change their identity.

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 v. People have different views and viewpoints due to their divergence of beliefs. If they

judge or condemn others, we can't blame them because we vary in our own way of

thinking.

Recommendations

 We suggest for a comparative study on the impact of being homosexual in Christian and non-

Christian schools.

 Teachers should stop giving homosexuals the wrong image and find them immoral. They should

avoid denouncing and presenting them the wrong way to students.

 Students should not judge their schoolmates simply because they vary from one another in

gender. Students should be the first to speak out to stand up for their schoolmates and promote

equality.

 We would like to encourage these gender-oriented students to be brave and to be proud of who

they are. They should be aware that they are allowed to express themselves if that’s what makes

them comfortable and happy. They can stand up for themselves if they think that their rights are

being violated. They shouldn’t let the views of others to limit them. They should be able to

choose whatever gender they want and love whoever they want to.

 Gender equality is a human fight and not a female fight. Everyone deserve the same respect and

love. We all deserve equal chances to be accepted without prejudices by society. Equal treatment

should be made a top priority.

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 Works Cited

Foreign

Callis, April S. (2010). Playing with Butler and Foucault: Bisexuality and Queer Theory, Journal of

Bisexuality.

Progay Philippines Volunteer Opportunities

www.volunteermatch.org/search/org35599.jsp (January 26, 2020)

Anderson, Eric (2016). Homophobia, Brittanica Encyclopædia Inc.

www.britannica.com/topic/homophobia (January 26, 2020)

Pickett, Brent L. (2011). The A to Z of Homosexuality. Scarecrow Press.

Movement Advancement Project. "Equality Maps: Conversion Therapy Laws."

www.lgbtmap.org/equality-maps/conversion_therapy (January 26, 2020)

Local

Kiely, Bartholomew. The Pastoral Care of Homosexual Persons: A Psychological Note, The Cathedral

Foundation.

Lanic, Et Al. (2015). Self-Stigma, Self-Concept Clarity, and Mental Health Status of Filipino LGBT

Individuals.

www.questia.com/library/journal/1G1-415109091/self-stigma-self-concept-clarity-and-mental-health

(January 27, 2020)

Nadal & Corpus (2013). “Tomboys” and “baklas”: Experiences of lesbian and gay Filipino Americans.

Asian American Journal of Psychology.

Poudel & Tang (2018). Exploring challenges and problems faced by LGBT students in Philippines:

qualitative study. J Public Health Policy Plann.

SANA WALA NG DEFENSEEEEEEE!!!!! AMEN

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