1

Clipped wing butterflies: The Discrimination and abuses

encountered by the Homosexuals in Mondragon Agro-
Industrial High School

RESEARCHER
ERONG, JULIE ANN
DIANO, SAMANTHA NICOLE
ORTIZ, PRESLEY NUA
ESTILLER, ANGELA
LAGRAMA, RACHELLE
BURGOZ, ELOISA MAE
DEL MUNDO, JEROME
SABIAN, REIVEN
CARPESO, RADNEY ALLEN
DE GUIA, ALFONSO JR.

SY: 2022-2023
 2

Clipped wing butterflies: The Discrimination and abuses

encountered by the Homosexuals in Mondragon Agro-
Industrial High School

RESEARCHER
ERONG, JULIE ANN
DIANO, SAMANTHA NICOLE
ORTIZ, PRESLEY NUA
ESTILLER, ANGELA
LAGRAMA, RACHELLE
BURGOZ, ELOISA MAE
DEL MUNDO, JEROME
SABIAN, REIVEN
CARPESO, RADNEY ALLEN
DE GUIA, ALFONSO JR.

JULY 2023
 3

CHAPTER I
INTRODUCTION
BACKGROUND OF THE STUDY
School should be the safest place for

every person. But students who are Lesbian, gay, bisexual, and

transgender (LGBT) too often experienced married bullying,

discrimination, and physical and sexual assault. People can

often feel pressured to fit in with society conventional ideas of

being male or female. LGBT members are dealing with pressure

which their society throwing towards them. These abuses can cause

deep and lasting harm in every students experiencing

discrimination.

In recent years, lawmakers and school

administrators in the Philippines have recognize that bullying of

LGBT youth is a serious problem, and designed in interventions to

address it. In 2012,the Department of Education (DepEd),which

oversees primary and secondary schools, enacted a Child

Protection Policy design to address bullying and discrimination

in school, including on the basis of sexual orientation and

gender identity. The following year, Congress passed the Anti-

Bullying Law of 2013, with implementing rules and regulations

that enumerate sexual orientation and gender identity as

prohibited grounds for bullying and harassment. The adoption of

 4

these policies sends a strong signal that bullying and

discrimination are unacceptable and should not be tolerated in

educational institutions. Because of the things people say and

do, LGBTIQ+ people are far more likely to experience depression

and anxiety. Beyond Blue is committed to raising awareness about

these issues and helping to reduce the discrimination faced by

LGBTIQ+ communities.

In the absence of effective implementation

and monitoring, many LGBT youth continue to experience bullying

and harassment in school. The adverse treatment they experience

from peers and teachers is compounded by discriminatory policies

that stigmatize and disadvantage LGBT students and by the lack of

information and resources about LGBT issues available in schools.

Sexual minority youth can experience

difficulties in multiple contexts. In families, for example, some

LGBTQ youth have described their relationships with parents as

distant or strained due to their sexual orientation a fear of

victimization from family members and a lack of acceptance from

socially conservative parents. In school, sexual minority youth

report negative experiences such as bullying and antigay

victimization by other students or having their property damaged

 5

or stolen. While religion may sometimes be a source of support

and a protective factor against health risks, it may be less so

for LGBTQ youth than for their heterosexual counterparts In

particular, religion may be a source of distress and contribute

to internalized homophobia if religious beliefs are

irreconcilable with one's sexual identity. The research described

above has been valuable in identifying the difficulties

experienced by sexual minority youth and the contexts in which

these experiences take place.

This study intends to show us the discrimination and

abuses encountered by the homosexuals students in Mondragon

Agro- Industrial High School. Hence, this study will aim also to

show us the effects of the discrimination and abuses towards the

student when it comes to their participation and academic status.

And also if it has an effect in the way they socialized and

participate in any activities here in school.

OBJECTIVES

Generally, this study aims to determine the

Discrimination and abuses encountered by the Homosexuals in terms

Mondragon Agro-Industrial High School.

1. Find the Demographic profile of the respondents in terms of:

 6

a. Age

b. Gender

c. Grade level

2. Identify the type of bullying that the respondents

experienced.

3. Name the intervention of the guidance office relative to the

incidents.

4. Determine the Academic Performance of the respondents.

SIGNIFICANCE OF THE STUDY

Further study should be encourage and given

more attention to determine the psychological, emotional and

socialization affects of discrimination of LGBTQ this research

will be beneficial to the following:

Parent: For them to be aware on how they can manage the

struggles came from discrimination of bullying by their gender

sexualities and to promote awareness that their children are

prone to be bullied and this research will guide them on how they

can help their children

 7

Teachers: As the one for them to teach or give an advice to those

student who are affected of discrimination this study will help

them to reassert and focus more and aware bullying on school

Student: For them to be guided on how they will stop bullying

that can cause different ways of discrimination against LGBTQ

members

School administrators: They will able to help the teacher's to

teach on how to avoid discrimination of those students who

affected of gender discrimination and to encourage the student to

stop on to prevent the discrimination and not to be hurt

different ways of discrimination

Researchers: As a future of the member of an LGBTQ, this study

will greatly help to avoid discrimination of bullying by their

sexualities and it can also help them to be guided from the

teacher's, parents and others

 8

SCOPE AND LIMITATION

Our findings and interpretations have several

limitations. First, individuals recruited from established LGBTQ

groups may have different perspectives and experiences than

others, especially since they are more likely to have access to

positive influences and less isolation. Perspectives from more

closeted and isolated individuals are not present in these

findings, and would likely increase reports of negative

experiences in the study. Also, while the sample did include

people from a range of communities from large to small, and

conservative to liberal, it was limited to one state and may not

represent other geographical areas.

Other limitations is using survey

questionnaire in gathering some data. And also, limited for those

individuals that don’t want to expose their identity.

CONCEPTUAL FRAMEWORK
 9

The concept of resilience is becoming

increasingly prevalent in research focused on lesbian, gay,

bisexual, transgender, and queer (LGBTQ) health. Though there is

no widely agreed-upon definition of resilience, it commonly

refers to the ability to withstand or overcome significant stress

or adversity. Evidence supports the notion that LGBTQ

populations’ health outcomes are not necessarily a result of

intrinsic individual-level characteristics indicating a lack of

resilience; rather, health inequities and poor health outcomes

among LBGTQ populations are a result of the adversity experienced

by gender and sexually minoritized populations. For example, the

ways in which LGBTQ health is often conceptualized and measured

from a deficit-focused framework can have significant

implications for health care access and uptake among LGBTQ

populations, as the following section will discuss. LGBTQ health

research has an important role to play in shifting the way that

LGBTQ health is understood and measured in health policy and

practice, which in turn has significant implications for health

promotion strategies targeted at keeping LGBTQ populations

healthy across the life course. The following section offers an

overview of the key considerations in both understanding and

measuring LGBTQ health.

 10

THEORITICAL FRAMEWORK

1
Lesbian, gay, bisexual, transgender, and queer

(LGBTQ+) communities have faced a history of discriminatory

incidents with deleterious effects on mental health and wellness.

Compounded with other historically marginalized identities,

LGBTQ+ people of color continue to experience disenfranchisement,

inequities, and invisibility, leading to complex experiences of

oppression and resilience. Moving into later stages of life span

development, older adults of color in LGBTQ+ communities navigate

unique nuances within their transitions. The article addresses

the following goals to connect relational–cultural theory (RCT)

as a relevant theoretical framework for counseling with older

LGBTQ+ adults of color: (a) explication of conceptual and

empirical research related to older LGBTQ+ adults of color; (b)

outline of key principles involved in the RCT approach; and (c)

RCT applications in practice and research for older LGBTQ+ adults

of color. It is indirect sexual orientation discrimination to

have a rule, policy or practice which someone of a particular

sexual orientation is less likely to be able to meet, and this

places them at a disadvantage to people of a different sexual

orientation. An example of indirect discrimination because of

1
https://l.facebook.com/l.php?u=http%3A%2F%2Fwww.equalityhumanrights.com%2F
%3Ffbclid%3DIwAR1BVvAlz4RzPsB88tPMyKvvqS7HPc9JaOhevrqUNz-
BB0NzkUZ3KOj11tw&h=AT1jmfeOVyBKOJShxSQX1ksnXMW2qKBJyMnaTSCfzVwSgKbCT2w7RU2Uz1D
tV4DJONRSajq766iXRniy4mE7PAPgmJEI2vQoQ8E8S221yaTWu2StQK904jL5iBnz0AuKSflDKelUg
rqthJY
 11

sexual orientation is where a club has a policy of offering free

membership to all husbands and wives of its members, but not to

civil partners. If you think that indirect sexual orientation

discrimination might have occurred, you may be able to make a

complaint about it. However, if the person or organization you

are complaining about can show that there are genuine reasons for

the rule, policy or practice and that it has nothing to do with

sexual orientation, this won't count as discrimination.

PARADIGM

Demographic Profile
a. Age
b. Gender
c. Grade level

Discrimination Guidance
Intervention
 12

Academic Performance

HYPOTHESES

Null- There is a significance relationship between the

demographic profile in terms in age, gender and grade level to

Homosexual abusing.

Alternative – There is no significance relationship between the

demographic profile of the respondents in the discrimination and

abusing of the homosexuals.

DEFINITION OF TERMS

Discrimination. The practice of criticizing, judging and treating

a person just because of his or her gender

 13

Heterosexuality. Is romantic attraction, sexual attraction or

sexual behavior between people of the opposite sex or gender.

Homosexuality. Is romantic attraction, sexual attraction, or

sexual behavior between members of the same sex or gender.

Clipped wing. The freedom of an LGBT members that being

humiliated.

Butterfly. Stands for the homosexuals that being discriminate and

abused inside the campus.

CHAPTER II

REVIEW OF RELATED LITERATURE

Related studies

Discrimination on Homosexuals and Heterosexuals

2
Human beings are fundamentally social, requiring

a sense of belonging and connecting (Maslow, 1943). Specifically,

gay men make up a population that is classified by their same-sex

sexual orientation. Because sexual identity is only one part of a

gay man’s overall identity, it makes sense that many types of gay

men exist and there are significant differences among them.

However, despite the differences among in-group members, there

2
Bostwick, W. B., Boyd, C. J., Hughes, T. L., West, B. T., & McCabe, S. E. (2014).
Discrimination and mental health among lesbian, gay, and bisexual adults in the United
States. The American Journal of Orthopsychiatry, 84(1), 35-45. doi:10.1037/h0098851
 14

are also substantial disparities experienced between gay men and

straight men in terms of their physical and mental health.

Society expects and values a strong display of masculinity in

defining what it means to be a man and in maintaining power and

credibility in a man’s gender expression (Ravenhill & de Visser,

2016). According to Connell (1995), gay men are viewed as the

lowest level on the masculinity hierarchy, and also perceived to

exhibit more stereotypically feminine characteristics than

straight men (Mitchell & Ellis, 2013). Therefore, because

straight and gay men share the same gender identity, it makes

sense that conflict and hostility regarding masculinity

expression occurs between them. Masculinity ideology creates

complexity in gay male culture and increases the potential for

division and within-group discrimination to occur. The process of

learning to authentically express their gender identity, yet also

portray the gender which they romantically and sexually desire,

is a developmental struggle gay men experience that straight men

do not. Smith and Henry (1996) described the idea that the way in

which a person views themselves and their group membership are

overlapping. In addition, their individual level of self-esteem

is often directly related to the group’s self-esteem. However,

the debate whether romantic and sexual interest rejection is

perceived as discrimination or due to a gay man’s preference is a

question this dissertation aims to explore. The purpose of this

 15

dissertation is also to look at how gay men discriminate against

one another and their perceptions of within-group discrimination.

Although gay men are a minority population, they seek counseling

services at higher rates than straight men (Love et al., 2015).

Therefore, it is important for the counseling profession to

understand both the oppression gay men experience from society

and from within their own community. To best understand the areas

of within-group discrimination experienced by gay men, six

constructs of discrimination were identified in the literature:

ageism, classism, culturalism, racism, sexism, and sizeism.

Schools should be safe places for everyone because

3

they are not only institutions of learning but also communities

where students, teachers, and staff spend a significant amount of

time. When schools are safe, students can focus on their studies

and feel comfortable expressing themselves. In addition, a safe

school environment promotes positive relationships between

students and teachers, reduces absenteeism, and decreases the

likelihood of negative incidents such as bullying, violence, or

harassment. Ultimately, ensuring that schools are safe for

everyone is an essential aspect of creating a supportive and

3
https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.hrw.org%2Freport%2F2017%2F06%2F21%2Fjust-let-us-
be%2Fdiscrimination-against-lgbt-students-philippines%3Ffbclid
%3DIwAR315R95H0hSKFripU8Ed381JttYUzN_YS4dJfPFUDzqiJhtNhVmeuMx6_A&h=AT0q4C5xkvR1IoorjH2S1JSatdo
OTep2lXRGJ43sl6vIIe1OCw4clLkT2KpiTmQowU90frSPFXTIXQmCDDP8c0L2WRxCBwXvpjr7u8nl3DodR9ppW8k4Mjr7
AieIvy2nsCwuWOtFcWpkuS4
 16

inclusive learning environment. In the absence of effective

implementation and monitoring, many LGBT youth continue to

experience bullying and harassment in school. Despite efforts to

create safe and inclusive learning environments for all students,

many LGBT youth still face bullying and harassment in schools.

This can have significant negative impacts on their mental

health, academic performance, and future opportunities. Without

effective implementation and monitoring of policies and

interventions, these problems are likely to persist. It is

important for schools to take proactive steps to address bullying

and harassment, including providing education and training for

staff and students, implementing clear policies and procedures,

and creating safe spaces for LGBT youth to connect and receive

support. Additionally, it is important for schools to engage with

families and communities to build understanding and support for

LGBT youth. By taking these steps, schools can create a more

inclusive and supportive environment for all students, regardless

of their sexual orientation or gender identity. The mistreatment

that students faced in schools was exacerbated by discriminatory

policies and practices that excluded them from fully

participating in the school environment. In schools, students

often faced mistreatment due to discriminatory policies and

practices that prevented them from fully participating in the

school environment. These policies and practices excluded

 17

students from opportunities to learn and grow, leading to an

unfair and unequal educational experience. This mistreatment was

particularly harmful for marginalized groups who faced systemic

discrimination, such as students of color, students with

disabilities, and LGBTQ+ students. Such mistreatment may have

included unequal access to resources, unequal treatment by

teachers and staff, harassment or bullying by peers, and a lack

of representation in the curriculum. These experiences can have

lasting impacts on a student's mental and emotional well-being,

as well as their academic success. It is important for schools to

recognize and address these issues, and to work towards creating

an inclusive and equitable environment for all students,

regardless of their background or identity.

4
Homophobic and transphobic violence has been

recorded in all regions. Such violence may be physical (including

murder, beatings, kidnappings, rape and sexual assault) or

psychological (including threats, coercion and arbitrary

deprivations of liberty). These attacks constitute a form of

gender-based violence, driven by a desire to punish those seen as

defying gender norms. Violence against individuals based on their

sexual orientation is one of the ways in which sexual stigma is

expressed.10 Sexual stigma based on perceived sexual orientation

4
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5791869/
 18

emerges from a society’s shared belief system in which

homosexuality is denigrated and discredited as invalid relative

to heterosexuality. Stigma based on gender identity works along

the same lines of a gendered society in which only two gender

possibilities, masculine or feminine, are perceived as valid.

This stigma is incorporated by a society and enacted by its

institutions. In many countries, for example, laws criminalize

sexual and gender minorities directly or indirectly on the

grounds of morality or promotion of non-traditional values. This

can result in physical punishment, death penalty, arbitrary

arrest and torture, ill-treatment in health facilities and forced

sterilization. Discriminatory health policies have also resulted

in unnecessary gender-conformation operations in intersex babies.

Individuals identified as sexual and gender minorities (Box 1)

and may internalize the negative attitudes and values of society.

This internalized homophobia or transphobia has detrimental

effects on their mental health and might result in self-harm or

violence among individuals.

Lesbian and gay youth were described as victimized

‘kind of everywhere’ by peers and adults, including parents,

teachers, coaches, religious leaders, public transit drivers,

social support staff and police. The locations named by

 19

respondents where bullying of lesbian and gay youth occurs

included schools, families, places of worship, public spaces such

as malls, bars, the street and public transit, and, increasingly,

cyberspace. Respondents reported that many bullying incidents

occur at school and at youth-oriented activities, such as sports

events and teams: ‘In sport, for example, there is a huge culture

of being bullied homophobic and lesbo phobic.’ Respondents

described considerable harassment and discrimination that lesbian

and gay youth experience from family members who disapprove of

their sexual orientation. ‘For example, if I have suspicions of

my child being gay, setting examples of, “Oh my god, did you see

that gay person? They're going to hell!”; so really trying to

prevent this person from coming out by setting negative

examples.' Another respondent reported that ‘They really get

tormented by siblings’.

Bullying of lesbian and gay youth was also reported

to occur in settings that are devoted to ameliorating lesbian and

gay youths' victimization and are thus assumed to be ‘safe’, such

as peer-facilitated anti-homophobia workshops and within queer

communities. For example, a respondent commented that ‘our

community is as racist and sexist and homophobic as any other

community and it's a big mistake to just assume that because

 20

we're all queer, we all understand discrimination and racism and

all these other issues. The term LGBTIQ has a close and detailed

but complicated relationship with sex, gender and sexuality

(Srivastava 2014). Furthermore, the LGBTIQ community has faced

several issues associated with heteronormativity and

heterosexuality, being one of the marginalized groups in

mainstream society (Balsam et al. 2011). As a result, LGBTIQ

activism has developed across the world discussing the issues of

sexuality and gender non-normativity as it seeks “normalcy”

(Srivastava 2014). Considering the contemporary LGBTIQ politics,

the Euro-American countries have responded to the issues

experienced by the LGBTIQ people more positively than Asian and

African countries (Chandratilaka & Mahanamahewa 2015). This is

especially true in the Asian region where gender and sexual

desire have been closely bound by culture, religion, and regional

political visions and so, therefore, LGBTIQ people have faced

health, financial, and social disparities more often than the

gender and sexual normative majority (Balsam et al. 2011). This

chapter discusses the situation of the LGBTIQ community, giving

attention to theoretical and historical evidence. Moreover, it

evaluates the LGBTIQ movements of several Asian countries in

order to find a suitable model to comparatively discuss the Sri

Lankan context.
 21

Sex, gender, and sexuality

5
The concepts of homosexuality and third gender

identity have been closely related to sex, gender, and sexuality

or sexual desire (Srivastava 2014). Johnson, Mimiaga and Bradford

(2008) claim that sex can be used to determine whether people are

biologically male, female, or intersex, while Kollen (2016)

explains gender as the socially constructed, hierarchical, and

cultural category assigned to individuals in terms of their

apparent sex at birth. Moreover, gender has a deep-rooted

classification called “gender binary” which categories men and

women according to their biological sex (Johnson, Mimiaga &

Bradford 2008). However, in a conservative society, only two main

gender roles are traditionally accepted: male or masculine for a

man and female or feminine for a woman (Wijewardena 2007).

Sexuality can simply be defined as a desire or wish towards

someone else (Indralal De Silva, Karunathilake & Perera 2009).

Srivastawa (2014), explains sexuality broadly as “the quality or

state of being sexual: the condition of having sex, sexual

activity and expression of sexual receptivity orinterest

especially when excessive”. Similarly, it can be someone’s

capacity for sexual feelings, sexual orientations, and sexual

activities (Bernhard 2002).

5
https://flex.flinders.edu.au/file/ba973420-b53d-4a01-b507-579e9f640c7a/1/
MelegodaGamage2020%20Librarycopy.pdf.pdf
flex.flinders.edu.au
 22

Furthermore, Bernhard (2002) states sexuality can

be identified as the most complex part of human life containing

biological, psychological, social, economic, and spiritual

values. While sexual orientation is related to sexuality, it

cannot be defined as clearly, however. It is employed to refer to

one’s dominant and natural preference for the gender of their

sexual (romantic) partners (Savage & Harley 2009). Homosexuality,

heterosexuality, and bisexuality refer to categories of sexual

desire and these terms explain people’s psychosocial, emotional,

spiritual, erotic, and sexual attraction which is oriented toward

a person of the same, opposite, or both sexes and genders

(Bernhard 2002). Of these, heterosexuality has traditionally been

the dominant way of organizing sexuality (Bernhard 2002). As a

result, people with a preference toward homosexuality and

bisexuality have been categorized as sexual minorities in

mainstream society (Bhattacharyya & Fernando 2016).

Relationship between homosexuality and third gender

identity in the LGBTIQ community, lesbians, gay men, and bisexual

people have been defined according to their sexual orientation,

that is, their sexual attraction, behavior, and identities or a

combination of these characteristics (IOM 2011). Kollen (2016)

states that their sexual identity is non-heterosexual and their

 23

sexual orientation has been stereotyped by mainstream society as

a deviation from the normal gender binary rule adhered to in

society with two. Further to the classification offered in

Chapter One, transgender and intersex people can also be

categories as male, female, both, or neither while showing

sexualities as heterosexual, bisexual, homosexual, and nonsexual

or asexual (Johnson, Mimiaga & Bradford 2008). In other words,

they are people who vary from or reject gender dichotomy or

cultural and traditional conceptualizations of gender in society

(IOM 2011). However, Drescher (2010) emphasis that transgender

and intersex people have been identified as visible identities

among the homosexual community due to the conventional frame of

heterosexuality and the bipolar manner of gender traditionally

being defined as masculine versus feminine with historical and

Sullivan (2004) claims that LGBTIQ people have challenged the

hegemonic nature of normative gender and sexuality in mainstream

society. In a conservative society, to be a ‘straight’ male means

one must behave like a male showing his masculinity (Srivastava

2014). Similarly, females must show femininity in their outward

appearance and behavior socially(Srivastava 2014). Furthermore,

in a conservative society, both men and women are expected to be

attracted to each other in what is known as heterosexuality

(Indralal De Silva, Karunathilake & Perera 2009). Bhattacharyya

and Fernando (2016) support the idea that heterosexuality has

 24

been dominant as normal and legal, and people who have deviated

from

the societal norm have been categorized as abnormal, law-breaking

citizens, or sexual minorities. For example, due to non-normative

behaviors in terms of sexuality and gender, the LGBTIQ community

has been categorized as ‘other’, stereotyping them as homosexual

people without considering their typical sexuality (IOM 2011).

Therefore, this ‘otherness’ has fueled stigmatization of the

LGBTIQ community with prejudice, discrimination, criminalization,

and violence toward LGBTIQ identities(IOM 2011). However,

Ellawala, (2019) emphasis in his research findings that gender

non-normativity has articulately affected the social and cultural

lives of the LGBTIQ community beyond their sex lives. That is,

Eurocentric theoretical and political discourse surrounding

gender-variant people has not only been initiated but it has

developed around the world.

6
LGBT employees avoid talking about their

families and lives outside of work to avoid discrimination and

harassment and others with marginalized identities often adjust

their behavior and conduct in order to avoid bringing attention

to a stigmatized trait and LGBT employees reported engaging in

6
https://williamsinstitute.law.ucla.edu/wp-content/uploads/Harrison-Herman-Grant-AGender-Apr-2012.pdf.
https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.springernature.com%2F%3Ffbclid
%3DIwAR3xJunIaELdpYEP_648-
rD7Ekw3rSMjf8bwnnirhI3PmBK7aQx34CW6ybI&h=AT1TREGn8ycigTBzH5Yo0jkFckRJ8kPnAOzZbgeidM47XnKZ07wJ
K7u4ilfthGwdBxLV78bDZan-u7hSu9ODOzVLxpGuqldoZMjbP3t2pMj0UP1DxYFgszscf5oTOTYYkYuSbWANgGY4nYI
 25

covering behaviors at their current jobs to avoid harassment or

discrimination related to sexual orientation or gender identity.

LGBT employees experience discrimination in their work because of

their gender, and many LGBT employees reported engaging in

covering behavior s at their current jobs and they also avoid

talking about their lives and families to avoid harassment or

discrimination . Around the world, lesbian, gay, bi, trans and

intersex (LGBTI) people continue to face widespread stigma,

exclusion and discrimination, including in education, employment

and health care – as well as within homes and communities. Many

LGBTI persons face targeted physical attacks and extreme violence

—they are beaten, sexually assaulted, tortured and killed. In

many countries, discriminatory laws criminalize consensual same-

sex relations and trans people, exposing LGBT people to arrest,

blackmail, extortion, stigma, and in 5 countries, even the death

penalty, for consensual same sex relations. In most countries,

trans people have no access to legal recognition of their gender

identity, or face abusive requirements to obtain such

recognition. Intersex children and adults may be forced or

coerced to undergo medically unnecessary interventions, in

violation of their human rights. Members of the LGBT community

suffer discrimination in various areas, and the workplace is no

exception. This is why it is important to understand the

strategies they adopt to cope so that policy-makers,

 26

organizations, companies, and the LGBT community can be informed

of the resources that can potentially mitigate or eradicate

discrimination in the workplace.

7
Physical and sexual violence are known

public health hazards,1 imposing substantial physical and

emotional burdens on those who have experienced such violence.2

Gay, lesbian, bisexual, and questioning adolescents are believed

to be at higher risk than their heterosexual peers for violence.3

However, no nationally representative study has examined the

holistic risk of violence to sexual minority adolescents, and

some forms of violence to our knowledge, have not been assessed.4

We used data from the National Youth Risk Behavior Survey (YRBS),

conducted every 2 years by the Centers for Disease Control and

Prevention, to quantify the risk of physical and sexual violence

faced by sexual minority adolescents attending high schools in

the United States. Sexual minority adolescents—particularly

bisexual youth—are at an elevated risk for both physical and

sexual violence. Given the substantial physical and emotional

consequences of violence for those subjected to it and the large

existing health disparities among sexual minority adolescents,

addressing both physical and sexual violence against sexual

minority adolescents should become a public health priority. This

study has some limitations. Self-reports are subject to

7
https://jamanetwork.com/journals/jamapediatrics/fullarticle/2762002
 27

misreporting and bias. Students who reported “not sure” may have

been questioning their sexuality or unsure of the question. The

YRBS does not collect information on transgender individuals;

thus, we cannot assess their risk. This study was cross-

sectional, and we cannot make causal claims about its findings.

Although the YRBS is representative of US high school students,

it may not be representative of US sexual minority high school

students. The results of our study suggest the existence of a

crisis of violence against sexual minority adolescents.

Researchers should work with policy makers and clinicians to

design, implement, and assess interventions to reduce the risks

and mitigate the harms of violence committed against sexual

minority adolescents.
 28

CHAPTER III

METHODOLOGY

LOCALE OF THE STUDY

Mondragon Agro-Industrial High School is a

DepEd managed partially urban secondary public school and as

well as a child friendly school. It is one of the educational

institutions and only technical-vocational school in the

municipality. It was created under the Batas 151 mandated by the

Law to provide Basic Secondary Education. The school was

categorized under the Technical Education and Skill Development

Authority, which offered Post Secondary Courses on Diploma in

Agri-Business Technology and in Apparel Technology viz-a-viz New

Secondary Curriculum (NSEC) during the school year 1997-1998.

Due to recognition behind the birth of

Chitongco-Eco Barangay High School (CEBHS) to Mondragon agro-

Industrial high School (MAIHS) were the following person who help

hand in hand in making this institution a reality, the late

Assemblyman Edelberto A. Del Valle, former Municipal Mayor

Olimpio L. De Guia, and Former Municipal Mayor Gregorio F.

Adrayan.

The School was Formerly named as Chitongco-

Eco Barangay High School (CEBHS) were the first classes held at
 29

the compound of the Municipal Building utilizing the old Marcos

type building and converted to Mondragon Agro-Industrial High

School which has the total land area of 10.5 hectares. The birth

of the school was First managed by Mrs. Estilita D. Balneg,

Principal during the year 1968 and was followed by Mrs. Floriana

O. De Guia, principal year 1978. Followed by Mr. Calixto B.

Salazar and Mr. Arturo A. Villadolid. MAIHS was then managed by

the late Vocational School Administrator. Mr. Alfredo Adlawan

during the year 1982, who was succeeded by Dr. Juanito E.

Tentativa another Vocational School Administrator. He was

followed by Mr. Pedro M. Alumbres who retired in year 2005. Mr.

Celedonio O. Tafalla was appointed as Secondary School Principal.

On May 2005, with the virtue and implementation od DepEd order

No. 99, series of 2019 also known as reshuffling of school heads

who serve for more than five years.

The school is always ready to create

opportunities for junior and senior high school students and

open-high school students to acquire the necessary academic

competencies, technical skills and other vocational skills needed

to cope up with the rapid changes of technology in a knowledge-

based and digital-aged economy.

Mondragon Agro-Industrial High School is at

its peak of combining knowledge, skills and good positive

 30

behaviors used to improved performance; or a state of quality of

being adequately or well-qualified, having the ability to perform

a specific role armed with the selfless leadership in teaching of

the academic and technical-vocational facilitators of learning

they are ready in this way to mold students to perform work to a

set standards in employment. This School comprises Junior and

Senior High school and offering five different tracks namely;

General Academic Strand (GAS), Home Economics (HE), Horticulture

(Horti), Animal Production (AP), Shielded Metal Arc Welding

(SMAW).
 31

POPULATION AND SAMPLING

The target population of the study are randomly

Junior and Senior high school students in Mondragon Agro in

different grade level and strands. There are 1636 total enrolls

in this school. Hence with the use of Quota Sampling formula, 60

students were chosen fairly. In answering the questionnaire, at

least 60 students who answered the questionnaire are expected to

return. Among the specific random/ probability sampling

techniques, the study used simple random sampling to determine

the participants. The sampling was used to ensure a fairly equal

selection on the population size and in accordance to the

requirements of the study.

The Variables

Variables are any characteristics that can take

on different values. There are two kind of variables the

Independent and dependent variables, the independent variable

are:

1. The demographic profile of the respondent in terms of;

 32

a. Age, to identify how old are the respondents. And which

of them are most likely to experience discrimination and

abuses.

b. Gender, to identify which orientation are most likely to

experience the discrimination and abuses.

c. Grade level, to identify whom are those members who

exposed their identity and being discriminate and abused

inside the campus.

2. Types of Discrimination that the respondents might

experienced. Direct discrimination, Indirect Discrimination,

Harassment, Sexual Harassment and etc.

3. The Intervention of the Guidance in this type of activities

happening inside the campus.

While the dependent variable is the academic

performance of homosexuals that experience abuses and

discrimination if it affects their confidence and performance in

school.

RESEARCH DESIGN

This study used the correlational method to describe

and correlate the data and characteristics used to describe the

 33

population. The purpose is to acquire, accurate, factual,

systematic data. It is used to achieve the objective of the

study. This seeks to describe a present existing conditions,

which in the subject in this study was the homosexuals who

encountered discrimination and abuses because of their gender

identity in Mondragon Agro-Industrial High School.

STATISTICS AND PROBABILITY

The statistics used by the researchers is simple

tallying. This way of tallying is most likely to used by the

researchers when they are conducting their chosen respondents

fairly and equally. Collecting the data and arranging the

information in the organized strategy. In that way, it will be

easy for the researchers to tabulate the information they

gathered.

SCORING AND INTERPRETATION

In this study, the researchers used Checklist to

gathered information about the respondents. Scoring and

interpretation where categorized accordingly:

 34

Discrimination and abuses of homosexuals in Mondragon Agro-

Industrial High School.

SCORE VALUE DESCRIPTION INDICATORS

6-10 YES Experiencing Discrimination

and Abuses

5 below NO Did not experience with

discrimination and abuses

STATISTICAL TOOLS

The statistical tools researchers used in

gathering the data in Mondragon Agro-Industrial High School is

Survey questionnaire. Questionnaire is used to analyzed all data

that needed in this study. Survey is a process of collecting data

which is being analyzed to gathered data from their respondents.

Survey focuses in gathering information and in the early stage of

questionnaire development , in order to understand whom

categories of LGBT are experiencing discriminations and abuses

that definitely might affect their studies.

 35

A Questionnaire is a Statistical tool used to

conduct survey. It includes questions with a goal to understand a

topic from the respondents Points of View. Questionnaire

typically have closed-ended open-ended questions. The researchers

used questionnaire to determine those who encountered

discrimination and abuses. In this way, the researchers can

probably identify how to resolve in this type of phenomenon

which is happening inside the Mondragon Agro-Industrial High

School campus as part of their study. So that they can easily

identify who among the LGBT members mostly exposed to the so

called Discrimination and abuses which they might experience to

their teachers or fellow classmates. This factor can affect their

Academic Performance and the way they socialized inside the

campus. The researchers based on this factors and to be a reason

why they need to solve this important issues in Mondragon Agro-

Industrial High School.

SURVEY QUESTIONNAIRE

NAME(Optional)______________________________________________

General Average:________

1. Demographic profile
 36

A. Age

______ 12-13 Years old

______ 14-15 Years old

______ 16-17 Years old

______ 18-19 Years old

______ 20 above

B. Gender

______ Lesbian

______ Gay

______ Bi-sexual

______ Transgender

______ Inter-sex

______ Queer

______ Asexual

C. Grade Level

______ Grade 7
 37

______ Grade 8

______ Grade 9

______ Grade 10

______ Senior High

YES NO

1. Have you ever been treated poorly by

your classmates because of your

gender?

2. As part of LGBTQ, have you ever

experience being abused inside then

campus?

3. Have you tried hiding your Gender

Identity just to avoid discrimination?

4. Did your classmates treat you equally?

5. Have you experience being discriminate

and not paying attention by your

abilities by your teacher or

classmates because of your gender?

6. Have you experienced bullying

(physical, verbal. Emotional ) in your

own house?
 38

7. Does your family know about your

Gender identity?

8. Do you receive fair treatment by your

family despite of your gender

identity?

9. Are you comfortable with your gender

identity?

10. As part of LGBT, are you free to

do things and confident in everything

you do inside the campus?