KALASAG: Ascertaining the Nexus of Social Support and

Academic Motivation among Members of LGBTQ+ Community

from Grades 11 & 12 of STEM, HUMSS, & GAS Strands

A Research Paper Presented to the Faculty of

Ramon Torres National High School - Senior High School

In Partial Fulfillment of the Requirements in

Practical Research I

Adviser
Mrs. Sheryl Medrano

Researchers:
Brent Braña
Trixie Nicole Ballente
Reyn Cabarles
Detlev Figueroa
Justine Earl Gabileño
Althea Granada
Efraim Hecita
Aljon Jabonete
Princess Elaine Mugar
Joe Danren Ponclara
Isaac Benedict Salsalida
Yves Margareth Velmonte

STEM 11-COLOSSIANS

April 2024

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 TABLE OF CONTENTS
TITLE PAGE....................................................
TABLE OF CONTENTS............................................i
CHAPTER 1: INTRODUCTION
Background of the Study....................................1-2
Theoretical Framework........................................2
Conceptual Framework.........................................2
Schematic Diagram............................................3
Statement of the Problem...................................3-4
Research Hypotheses..........................................4
Significance of the Study..................................4-5
Scope and Limitations of the Study...........................5
Definition of Terms........................................5-7
CHAPTER 2: REVIEW OF RELATED LITERATURE
Typhoon Records Utilized in this Study.....................7-8
Disaster Preparedness........................................8
Monte Carlo Simulation.......................................9
Conclusion..................................................10
BIBLIOGRAPHY................................................11

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 CHAPTER 1
INTRODUCTION

Background of the Study

LGBTQ+ is an acronym that stands for "lesbian, gay,
bisexual, transgender and queer (or "questioning"). It's for
people who aren't heterosexual and also for people who don't
identify with the sex they were assigned at birth (Willis
Knighton, n.d.).
People who are part of LGBTQ+ community often face
transphobic discrimination, microagression, unequal treatment
and such. LGBTQ+ people, compared to their heterosexual and/or
non-transgender counterparts, are more likely to be
discriminated against based on their gender or sexual
identities. (Cameron et al., 2022). These discriminations are
still rampant even until these days and these issues happen in
our society, community, and especially in our school. These
issues may affect the physical, mental, and emotional well-
being of a student that will ultimately affect their
performances in school.
According to a study, LGBTQ+ students experience
rejection, bullying, and victimization from parents and
siblings at home, and from students, teachers, and school
administrators who sometimes expel LGBTQ+ students from
schools and universities (Okanlawon, 2020). Evidence also
indicates that they are more likely to attempt suicide
(Arcelus et. al., 2021) and experience eating disorders
(Charak, et al., 2023).
According to the Economics of Education Review(2019),
LGBT students have poorer educational outcomes: even if they
do not perform worse than their peers in several tests such as
the SAT, they are less likely to graduate from high school,
have lower GPA, and accumulate fewer credits while in school.
Furthermore, these students are less likely to apply and
attend college. These gaps persist especially for non-
heterosexual students after controlling for demographic

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characteristics, family background, state and school fixed
effects.
The researchers specifically chose this study to identify
the struggles of their fellow students who are part of LGBTQ+
community and to help mitigate these issues to motivate and
inspire students within the aforementioned community.

Theoretical Framework
This study is anchored to several theories to explain the
relationship between the quality of treatment that student
members of the LGBTQ+ community receive from their family,
peers, and school environment and their academic motivation.
Self-Determination Theory
This theory is a psychological framework to understand
human motivation. It was developed by psychologists Richard
Ryan and Edward Deci and grew out of research on intrinsic
motivation, or the internal desire to do something for its own
sake, not for an external reward. It states that people are
driven by three basic psychological needs: autonomy,
competence, and relatedness (Vinney, 2019).
Social Identity Theory
Proposed by Henri Tajfel and John Turner in the 1970s,
this theory posits that individuals derive a portion of their
self-concept from their membership in social groups. The
theory seeks to explain the cognitive processes and social
conditions underlying intergroup behaviors, especially those
related to prejudice, bias, and discrimination. Tajfel and
Turner (1979) proposed that the groups (e.g., social class,
family, football team, etc.) people belonged to were important
sources of pride and self-esteem (McLeod, 2023).
Intersectionality Theory
This theory views the categories of intersecting
relations such as race, gender, social class, sexuality,
ability, and age as interrelated and mutually shaping one
another. As a concept, intersectional theory contrasts monism,
which is the idea that each factor of an individual (e.g.,
sexual orientation) can be adequately understood or

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investigated separately from one another, as a single
dimension. This theory believes that speaking of these factors
as separate entities is inaccurate as there is no such thing
as gender issues being apart from class, and there is no such
thing as sexuality being apart from race, for instance (Guy-
Evans, 2020).
Cognitive Appraisal Theory
This is a theory of emotions, which states that a
person’s evaluative judgment (or appraisal) of a situation,
event or object determines or contributes to his or her
emotional response to it. It is based on the James-Lange
theory of emotions, but also takes into account that a given
physiological response can give rise to various emotional
responses. The theory was originally proposed by American
psychologist Stanley Schachter in 1964, and has later been
developed further by other researchers (Psychology Concepts,
2020).
Positive Youth Development Theory
This is based on a body of research suggesting that
certain “protective factors,” or positive influences, can help
young people succeed and keep them from having problems.
According to this Theory, Some of the elements that can
protect teenagers and put them on the path to success include
family support, caring adults, positive peer groups, a strong
sense of self and self-esteem, and involvement at school and
in the community (Family and Youth Services Bureau, 2017).

Conceptual Framework
Social support for LGBTQ+ students is critical in the
academic strand of senior high school because it creates a
safe, accepting, and affirming atmosphere that supports both
their academic and personal well-being. Initiatives aimed at
empowering students to face obstacles with confidence and
purpose at the individual level concentrate on encouraging
self-identity affirmation, goal-setting, and resilience
building. Peer support groups and mentorship programs are

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examples of interpersonal support networks that offer students
opportunities for connection, validation, and encouragement.
These resources improve students' motivation and sense of
belonging.
LGBTQ+ students are guaranteed equal access to resources
and opportunities through institutional measures such as
affirming curricula, inclusive policies, and easily accessible
support services. Support is extended outside of school walls
through partnerships with neighborhood organizations and
family involvement programs, which foster acceptance and
understanding in the larger community. This conceptual
framework attempts to establish a supportive and empowering
atmosphere where LGBTQ+ students can flourish academically and
personally by addressing social support at three interrelated
levels.

Schematic Diagram
Schematic diagram shows the relationship between the two
variables being studied.
Academic
Motivation
 Sense of
Treatment quality belonging and
by family, peers, acceptance
and school (7.25-9.13)
 Perceived
PROFILING  Very high safety and
(8.35-10.00) security
 Sexual  High (3.21-6.40)
Orientation (6.41-8.34)  Family
 Academic  Moderate support and
Strand (5.58-6.41) encouragement
 Low (5.51-8.19)
(2.35-5.57)  Peer
 Very low relationships
(1.00 - 2.34) and social
integration
(4.54-7.48)
 Teacher
attitudes and
pedagogical
approaches
(6.30-8.56)

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Significance of the Study
This study has the potential to significantly benefit the
following:
Students. This conducted study will serve as a powerful
tool for students to promote empathy and tolerance, providing
valuable insights into how we can better understand and
respect one another.
Parents and Guardians. This study will help parents and
guardians learn about the importance of acceptance and support
for their children, fostering healthy relationships.
Teachers. Teachers will gain awareness of the importance
of creating a safe environment for all the students, as well
as finding ways to help students feel included and do well in
school.
Future Researchers. This study may serve as an instrument
that will guide researchers in their study about the
experiences of the LGBTQ+ students and their sense of
belonging in school community. This study will also benefit
the future researchers to further expand their study.

Scope and Limitations of the Study

This study explores the significant experiences of LGBTQ+
Community Grades 11 and 12 student members, focusing on the
treatment they receive from their family, peers, and school
environment and acknowledge the significance of their
correlation to their academic pursuits.
For limitations, the central focus of the researchers lie
upon LGBTQ+ Community Grade 11 and 12 student members enrolled
in the STEM, HUMSS, and GAS strands of the School Year 2023-
2024, in accordance with their information availability.
Generally, while heterosexual individuals will not be
individually scrutinized in this study, the findings will
contribute to understanding and advocating for LGBTQ+
students' academic experiences and support needs.

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 BIBLIOGRAPHY
Guy-Evans, O., 2020. Intersectional Theory in Sociology.
Retrieved from https://www.simplypsychology.org/intersectional
-theory.html?fbclid=IwAR3UhzyTjVA2kOWzfUONwStIBmVrElhpgjONIGzp
YD0pDDmOqvSa_-SOsS4 on April 17, 2024.
McLeod, S., 2023. Social Identity Theory In Psychology
(Tajfel & Turner, 1979). Retrieved from https://www.simply
psychology.org/social-identitytheory.html?fbclid=IwAR17RQr4Gt
lUL7kMh57YC jf3bC5MxE3Bfmi-jR_NQInbstkc5uvqdRjcCUM on April
17, 2024.
Vinney, C., 2019. What is Self-Determination Theory?
Definition and Examples. Retrieved from
https://www.thoughtco.com/self-determination-theory-4628297 on
April 17, 2024.
Family and Youth Services Bureau, (2017). Positive Youth
Development. Retrieved from https://www.acf.hhs.gov/fysb/
positive-youth-development on April 17, 2024.
Psychology Concepts, (2020). Cognitive Appraisal Theory.
Retrieved from https://psychologyconcepts.com/cognitive-
appraisal-theory-or-cognitive-evaluation-theory/?fbclid=
IwAR3GdwrnaSySPoem13HtY2s2I4jNxXnFcMfn_hmgmQsRNbHlX2MfIkmQttA#
google_vignette on April 17, 2024.
Willis Knighton, n.d. What Does “LGBTQ” Mean?. Retrieved
from https://www.wkhs.com/health-resources/wk-health-library/
medical-procedures-tests-care-and-management/neurological/
spine/what-does-lgbtq-mean on April 17, 2024.

Sansone, D. (2019). LGBT students: New evidence on

demographics and educational outcomes. Retrieved from
https://doi.org/10. 1016/j.econedurev.2019.101933 on April 17,
2024.

Cameron, R., Coleman, T., Coulombe, S., Davis, C.,

Taylor, K., Travers, R., Wilson, C., Woodford, M. (2022).
Social support, discrimination, and Self-Esteem in LGBTQ + high
school and Post-Secondary students. Journal of LGBT
Youth, 19(3), 350–374. Retrieved from

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https://doi.org/10.1080/19361653.2020. 1812465 on April 17,
2024.
Okanlawon, K. (2021). Homophobia in Nigerian schools and
universities: Victimization, Mental Health Issues, Resilience
of the LGBT Students and support from Straight Allies. A
Literature review. Journal of LGBT Youth, 18(4), 327–359.
Retrieved from https://doi.org/10.1080/19361653.2020.1749211.
on April 17, 2024.

Arcelus, J., Jones, C., Lazaridou, A., Michail, M.,

Townsend, E., Williams A.J. (2021). Victimisation and mental
health prevalence among LGBTQ+ young people with experiences
of self-harm and suicide. A Systematic Review. Retrieved from
https://journals.plos.org/plosone/article?id=10.1371/journal.p
one.0245268 on April 17, 2024.
Tabler, J., Schmitz, R.M., Charak, R. et al. Perceived
weight gain and eating disorder symptoms among LGBTQ+ adults
during the COVID-19 pandemic: a convergent mixed-method
study. J Eat Disord 9, 115 (2021). Retrieved from https://doi.
org/10.1186/s40337-021-00470-0 on April 17, 2024.

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