Chapter 1

INTRODUCTION

This chapter presented the Background of the Study, Statement of the

Problem, Assumption of the Study, Conceptual Framework, Scope and

Delimitation of the Study, Significant of the Study, and Definition of Terms.

Background of the Study

Most of the members of Lesbian, Gay, Bisexual, Transgender, Queer ,

Intersex and Asexual (LGBTQIA+) Community have experienced harassment and

discrimination that affected their academic success and retention. The self-esteem

is the negative or positive attitude that individual have of themselves and largely

captures people’s overall feelings of acceptance and respect Lesbian, Gay,

Bisexual, Transgender, and Queer (LGBTQ) is defined as a person who has

violence with our values and legal feeling during puberty between birth sex and

self-identified gender and the feelings.

According to the study of Hatchel et al., (2020), Cases such as these tend

to go unreported on campus, as victims do not feel school is a Safe space for them.

According to the research presented by Gay Lesbian and Straight Education

Network [GLSEN],(2019). In public schools across the United States, the

experiences of lesbian, gay, bisexual, Transgender, and queer (LGBTQ+) people

have been neglected or not given proper or necessary care or attention. Another

important dimension of documenting LGBTQ experiences is acknowledging the

challenge of creating universal categories for members of a diverse queer

1
community. Historically, Research about LGBTQ populations has focused

Primarily on categories of sexuality as defined by The West. Narrow and colonial

frameworks of Sexuality uphold the West as a place where LGBTQ communities

exist and the Global South as a space where LGBTQ people only experience

homophobic, biphobic, and transphobic violence. Peacebuilding efforts that center

organizing by LGBTQ individuals is one way to resist This Binary framing while

refusing colonial legacies of violence. In some communities in Pakistan, India, and

Afghanistan, there are “underground movements” of LGBT communities

Munhazim (2020). In the study of Schmitz et al.,( 2019) & Stewart &Kendrick,

(2019), Few studies have been conducted at high school sites to investigate the

workplace culture Of adult stakeholders (e.g., teachers, Counsellors’, and

administrators) regarding sentiments toward The LGBTQ+ community. Despite the

increased willingness school districts have shown toward Supporting this

demographic and creating some inclusive policies, there is still a lack of

Professional development and supportive information to help adult stakeholders

actively include queer people in the school Community. Queer students

themselves are arguably the most powerful agents of change, particularly In how

they choose to engage with the educational institutions where they are enrolled.

However, inequities still exist in states such as California, despite inclusive policies

and a large number of individuals who identify as allies: members of a socially

dominant group, such as cisgender heterosexual people, who proclaim support or

advocacy for the equal treatment of members of a marginalized group, such as

LGBTQ+ people GLSEN, (2019).

2
 Republic Act No. 11313 or the Act Defining Gender-Based Sexual

Harassment in Streets, Public Spaces, Online, Workplaces, and Educational or

Training Institutions. Rodrigo Duterte, President of the Philippines Approved: April

17, 2019. The Law Phil Project – Arellano Law Foundation

“To give every women, men and even the LGBTQ peace
Wherever they go and because of this Law they feel safe
And the discrimination, harassment, and abuse are avoided.”

This law aims to provide 11th grade students with a measure of protection

against all forms of harassment based on their gender identity. It ensures that their

rights are protected and that they can learn in a safe and respectful environment.

The State also recognizes that men, women and LGBTQ must have equality,

security and safety not only in. Private, but also on the streets, public spaces,

online, workplaces and educational and training institutions.

The Students who are part of the LGBTQ community will be the beneficence

from the researchers’ research because they more related to the research that

researcher’s doing. The respondents of the researchers will be part of the LGBTQ.

3
Statement of the Problem

This study aims to explore the perception of Grade 11 HUMSS students in

Taytay senior high school about Lesbian, Gay, Bisexual, Transgender and Queer

(LGBTQ) that affects their self-esteem during the school 2023-2024.

Specifically it shall answer the following questions:

1.What are the experiences and perception of Grade 11 HUMSS students

in Taytay senior high school about LGBTQ that affects their self-esteem?

2.How can the perception of Grade 11 HUMSS students in Taytay senior

high school about Lesbian Gay, Bisexual, Transgender and Queer (LGBTQ)

affects their self-esteem?

3.What can be the recommended for the development of the materials or

program that will solve the issues concern?

4
Assumption of the Study

The study focuses on perception of students in Taytay Senior High schools

about LGBTQ that affects their self-esteem. The following assumptions were

made:

1. The researchers expected to gathered factual evidences

2. The researchers anticipated that responders would be an excellent source

of information.

3. By investigating these assumptions, the study can provide valuable insights

into the complex relationship between societal perceptions and LGBTQ+

self-esteem.

4. The study might assume that greater visibility and acceptance of LGBTQ+

identities leads to higher self-esteem for LGBTQ+ individuals.

5
Theoretical Framework

According to Meyer, (2003). The Minority Stress Theory proposes that

sexual minority health disparities can be explained in large part by stressors

induced by a hostile, homophobic culture, which often results in a lifetime of

harassment, maltreatment, discrimination and victimization.

A strong correlation may be drawn between (a) minority stress theory, which

underscores stress processes (experience of prejudice, expectations of rejection,

internalized homophobia) and ameliorative coping processes (Meyer, 2003); and

(b) a greater likelihood for psychological distress and physical health problems

among gay and bisexual men and other sexual minority populations. Stress theory

provides a useful framework to explain and examine health disparities and the role

of homophobia as a sociological paradigm that views social conditions as a cause

of stress for members of disadvantaged social groups.

In that regard, gay and bisexual men, along with other sexual minorities,

often draw upon personal and community-level coping mechanisms and resources

to develop resilience, coping and hardiness (Meyer, 2003; Ouellette & DiPlacido,

2001). Similarly, individuals who adopt a strong sexual minority identity may be

better equipped to manage minority stressors, invalidate stereotypes and dismiss

or address perceived or actual homophobia while affirming a positive self-

evaluation (Herek& Garnets, 2007).

As conceptualized by Meyer (2003), minority stress theory explicates

stressors particular to those with minority status. Individuals who identify as LGBT.

6
Conceptual Framework

The conceptual model use in the study is the Research made.

The first box refers to the perception about LGBTQ which consists of the

respondents profile such as the age, sex, and grade level and strand. In the bottom

of the respondents profile, It have a perception about LGBTQ such in terms of

equality, gender identity, rights, and acceptance.

The second box refers to the self esteem which is level of self esteem of

students in Taytay Senior High School such in terms of Abusing, Acceptance,

Equality, Gender Identity, Gender Discrimination, Harassment, Heterosexual,

Perception, Rights, Self-esteem, and Self-identified. The perception about LGBTQ

and self esteem are believed to be interconnectedness with one another.

The third box refers to the process involves the selection, preparation, and

validation of item analysis for the research made-test, conducting pre-test and

post-test, administering research made assessments to assess acceptability,

retrieving them, conducting the research made test as a pre-test, experimentation

with two groups, administering a post-tests, and collecting data.

The Fourth box refers to the Developed, Validated Manual about the

perception of Grade 11 HUMSS students in Taytay Senior High School about

Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) that affects their self-

esteem.

7
Selection of Participants ➢ Researcher Made – Test
1. Abusing
- 15 y/o and above
2. Gender Discrimination
- Male, Female, LGBTQIA+
3. Perception
- HUMSS students
4. Self-esteem
Perception about LGBTQ

• Acceptance
• Equality
• Gender Identity

A. Selection, Participation and Validation of:

• Item Analysis of the Research Made
• Pre-Test and Post -Test
• Adapted Modified Test
B. Administration and Research Made Test
On the level of acceptability
• Retrieval of Research Made
C. Administration of Research Made Test (Pretest)
1. Abusing
D. Experimental Using Two groups
E. Administration of Post-test
F. Data Collection, Tallying, Tabulation, Analysis and interpretation of
2. Gender Identity
data

3. Gender Discrimination
Developed, Validated Manual about the Perception of Grade 11
HUMSS students in Taytay Senior High School about Lesbian, Gay,
Bisexual, Transgender, and Queer (LGBTQIA+) that Affects their Self-
Esteem. 4. Harassment

5. Perception

Figure1
Conceptual Model Showing the Perception of 6.
Grade 11 HUMSS students in
Self-esteem
Taytay Senior High School about Lesbian, Gay, Bisexual, Transgender,
Queer, Asexual and Intersex (LGBTQAI+) that Affects their Self-Esteem

8
Scope and Delimitation of the Study

The study explored the perception of Grade 11 HUMSS students in Taytay

senior high school about Lesbian, Gay, Bisexual, Transgender and Queer

(LGBTQ) that affects their self-esteem during school year 2023-2024.

Descriptive method was used to determine the perception of Grade 11

HUMSS students in Taytay senior high school about Lesbian, Gay, Bisexual,

Transgender and Queer (LGBTQ) that affects their self-esteem in Taytay Rizal

Using the purposive sampling in selecting the respondents.

The respondents were composed of Forty (40) students from Tanzanite,

fifty-threes (53) students from Opal, fifty two (52) students from Alexandrite, fifty

one (51) students from Chalcedony, fifty one (51) students from Jade, Forty eight

(48) students from Emerald, fifty three (53) students from Amethyst with a total of

348 respondent and they are chosen using the purposive sampling.

The study was conducted to determine which among the LGBTQ such as

school, family, community, media and government unit and perception of LGBTQ

of selecting senior high school students on the perception of LGBTQ in self-esteem

since it is also important to the youth and became deeply concerned about the

perception of LGBTQ in their self-esteem.

9
Significance of the Study

This study will be beneficial to the following:

Students. This study will help students understand the impact their

perceptions can have on others. It can encourage them to be more inclusive and

create a more welcoming school environment for everyone.

Teachers. This study will inform teachers about how their students perceive

LGBTQ+ people and how it affects their self-esteem. This can help teachers create

a more inclusive classroom environment and identify students who may need

additional support.

School Administration. This study will inform leaders about the climate for

LGBTQ+ students in schools. This information can be used to develop policies and

initiatives that promote inclusion and safety for all students.

LGBTQ+ People. This study will help LGBTQ+ people understand how they

are perceived by others and the impact it can have on their self-esteem. This

information can be empowering and can help LGBTQ+ people advocate for

themselves and their communities.

Future Researchers. This study will provide a foundation for further

research on LGBTQ+ issues in educational settings. This could lead to new

interventions or programs to support LGBTQ+ students.

10
Definition of Terms

For the better understanding of the terms used in the study, the following

terms are defined operationally and conceptually.

Abusing. Abuse of power or abuse of authority, in the form of “malfeasance

in office” or “official abuse of power”, is the commission of an unlawful act.

Gender Discrimination. Is when someone is treated unequally or

disadvantageously based on their gender but not necessarily in a sexual nature.

Perception. Individuals can process responses into positive or negative

perceptions. We use it to know the perception of students about LGBTQ.

Self-Esteem. The self-esteem is the negative or positive attitude that

individual have of themselves and largely captures people’s overall feelings of

acceptance and respect.

11
 Chapter 2

Review of Related Literature and Studies

This chapter is a discussion of the literatures and the result of other related

researches to which the present study is related or has some bearing or similarity.

This gave the author enough background in understanding the study.

Literature

Perception about LGBTQIA+

According to Care Nicole ef, ET, OL (2019). This study sought to determine

the social acceptability of the LGBTQ community among local government

Legislators in the city of san Fernando, Pampanga by identifying the legislators’

sociodemographic information perceived land of social acceptance of the LGBTQ

a community. Factors affecting social acceptability, willingness to create

registrations for LGBTQ welfare, and government interventions For LGBTQ

welfare and development.

This study helps us understand the political climate surrounding LGBTQ

Mights in çan Fernando and can be valuable for advocacy” exports aimed at

promoting greater genial acceptance for the LGBT+ community.

12
 According to Peachy G. Domingo, Crismar M. Escobido (2024). In this

context, queer theory will be used to examine how participants perceive their

gender Identity in relation to the politics of sexuality. This analysis aims to ascertain

whether their gender Identity functions as a form of resistance or if it questions the

fundamental concept of sexuality.

This study evaluates the experiences of the self-confessed members of the

Filipino LGBTQ Community on their “coming out” experience with the following

objectives: 1) describe participants’ Gender identities; 2) determine the factors that

shaped their gender identity; 3) determine the. Challenges and constraints of

coming out to their family; and 4) identify the coping mechanism they Employ in

dealing with the challenges they faced in “coming out”.

Self-esteem

According to John Paul Reloj (2021) Harassment based on sexual

orientation still happens in many schools. This study looked into the diverse issues

and experiences of lesbians and gays as viewed by both heterosexual and lesbian

and gay groups based on the data from a mixed-method study.

This study aims to understand and address harassment based on sexual

orientation in schools, focusing on the experiences of lesbians and gays from

various viewpoints using a mixed-method approach.

According to Anna Marie A. Hernandez, Ceasar Ianne P. Bersamin,

Kassandra Mae N. Valdez (2021). Some people often say things that are

manifestations of giving up or expressions of hopelessness in Their lives.

13
Challenges they experience everyday make them feel down and have difficulty

resolving them. Responsibilities, expectations, disappointments, and failures

brought about by job, family, peers, school, and Community are some of the

sources of stressors in one’s lives. Some people have the ability to handle these

Events properly and correctly, while others cannot. Some have trained themselves

to tolerate stressful events in Order not to get overwhelmed and suffer.

This study aims to explore how people express feelings of giving up or

hopelessness due to daily challenges and stressors from different areas of life. It

investigates coping mechanisms and resilience, comparing individuals who handle

stress well with those who struggle, with the goal of improving overall well-being.

Synthesis

According to Hatchel T., Valido A, De Pedro Kris T., Huang , Y,. Espelage

D.L (2019). This examine the relations among peer victimization, school

belongings and mental health with an ethically deserve sample of transgender

adolescent. Finding demonstrate that an alarming numbers of transgender youth

were expose to victimization predicted mental health issues like suicidal ideation.

Furthermore, analysis showed that peer victimization was associated with

deminished school belongs.

This study explain and examine the relation among peer victimization

among transgender youth it finds and demonstrate of number of transgender youth

were exposed the victimization of an transgender. It explain the mental health

14
issues of an individual LGBTQ youth like suicidal ideation. If analyze the

victimization was associated with school belongings.

According to W., Adihartono; Jocson, Ellisiah Uy (2020). Historically, people

classified as homosexual have been despised by the public due to numerous

factors. These factors, not withstanding, lead to the actual idea of homosexuality

that stands against the standards of conventional sexual orientation and culture.

The Discussion regarding homosexuals is currently considered a point of

discussion due to Extrinsic ramifications and ensuing struggles which emerge as

LGBTQ individuals and Communities look for social unification

In the present day, discussions surrounding homosexuality have gained

significant attention and become a point of discourse. This is primarily due to the

external consequences and ongoing struggles experienced by LGBTQ individuals

and communities. These struggles arise as they strive for social acceptance,

equality, and the unification of diverse sexual orientations and gender identities

within society.

15
 Studies

Perception about LGBTQIA+

According to Man et al,. (2022). This stigma against LGBT Individuals,

especially teens, makes them more sus-ceptible to the effects of bullying that often

occurs. In Schools. Such effects are especially concerning, for experiencing

bullying in addescence can impair the kens “Physical Psychological, and social

functioning.

This research focuses on the stigma experienced. By LGBT venerated be

people, particularly teenagers, and how it renders them more vulnerable to

bullying, particularly in school settings. Bullying was a substantial influence the

physical, psychological, and social well-being of LGBT people, making it a

particularly Serious issue

According to Cote vicole Elizabeth Fotillar et al. (2019). This sway rought to

determine the social acceptability of the LGBTQ community among local

government legislator in the City of San Pedro, Pampanga by identifying the

legislator’s social demographic in formations perceived level of social acceptance

of the LGBTQ welfare,. And government interventions for LGBTQ welfare and

development

This research helps us understand the political climate surrounding LGBTQ

rights in San Fernando and can be valuable for advocacy efforts aimed at

promoting greater social acceptance for the LGBTQ community.

16
Self-esteem

According to Meanley et al., (2021).Family support and acceptance play a

crucial role in the self-esteem of LGBTQ adolescents, with LGBTQ-specific family

rejection potentially attenuating the positive impact of familial warmth on self-

esteem.

This research highlights the importance of familial support for LGBTQ+

adolescents’ mental health. It also emphasizes the negative impact of rejection

from family members. In this study, self-esteem was examined through self-

confidence and Self-deprecation.

According Marc Eric S Reyes, Roger D Davis, Francesca L Yapcengco,

Christine Mae M Bordeos, Sylvierose C Gesmundo, Julianne Khryztelle M Torres

(2020). Perceived Parental Acceptance, Transgender Congruence, and

Psychological Well-Being of Filipino Transgender Individuals. North American The

term “transgender” describes persons who display identities and behaviors that

are gender-nonconforming or which transcend traditional gender paradigms. For

such individuals, their gender identity, expression, or behavior does not conform to

their biological sex assigned at birth. In the Philippines, transgender individuals of

Filipino descent, referred to as Transpinoy (transman) and Transpinay

(transwoman), experience unique stressors that impact psychological well-being.

In the context of the Philippines, transgender individuals of Filipino descent

are often referred to as Transpinoy for transgender men (transman) and

Transpinay for transgender women (transwoman). The term “transgender” is used

17
to describe individuals whose gender identity, expression, or behavior does not

align with the biological sex they were assigned at birth. This can include people

who do not conform to traditional gender norms or those who transcend typical

gender paradigms. It’s important to note that being transgender is not about

physical appearance or medical procedures, but rather about an individual’s

internal sense of their gender identity.

Synthesis

According to Metheny, N., Caruso, P., Chan, M., Hearty, G., Hennedy, P.,

Kumar, S., Lee, B., Obermeyer, H. & Wyne. A. (2020). Due to increased levels of

stigma, discriva-ination and victimization Lesbian, gay, Bisexual Transgender,

Queer, Questioning or Intersex (LGBIBI+) youth face particular challenges in

society with the Intention of better understanding the challenges and issues that

LGBTQIH youth are experiencing this systematic review explored qualitative

studies with a focus on mental health services and the requisite social support

service policies and programs.

LGBTQ youth are more likely to be bullied and harassed at school and in

other social settings. This can lead of feeling of isolation depression and anxiety

due to the above factors, LGBTQ youth are at a higher risk for mental health

problems such as depression, anxiety, and suicidal ideation.

18
 According to Alibudbud, 2022; Cleofas et al., (2022). In the Philippines,

research has shown that LGBTQ+ individuals experience higher rates of significant

depression, anxiety, stress, and overall poor mental well-being compared to other

groups.

It has also been highlighted that LGBTQ+ youth are particularly vulnerable

and should receive additional attention in terms of mental health support. The

research emphasized the need to elevate the discourse on the mental health and

well-being of LGBTQ+ young individuals.

19
 Chapter 3

METHODOLOGY

This chapter presented the research design, setting of the study, subject of

the study, procedure of the study instrumentation of the study and ethical

considerations.

Research Design

This research was exploratory in character and used qualitative

methodology. As a result, whatever knowledge that might be gained is entirely

Dependent on their own comprehension and experience. This research will be

Descriptive in nature, aiming to comprehend the lived experiences and views of

Grade 11 HUMSS students at Taytay Senior High School, SY 2023–2024 about

Their perceived knowledge of LGBT and how this affects their self-esteem. A

Descriptive study design was employed by the researchers. The goal of descriptive

Study design is to gather data in order to methodically describe a population,

Circumstance, or phenomena Voxco, (2021). A descriptive research approach was

Deemed to be the most appropriate since this study focuses on how HUMSS

Students at Taytay Senior High perceive LGBTQIA+ individuals or any gender

roles, a Descriptive research approach was deemed to be the most appropriate.

20
Setting of the Study

This study was conducted at the Taytay Senior High School located in

Taytay Senior High school 22 Int, B. Pagasa, Taytay, 1920 Rizal, Philippines.

During the School Year 2023-2024. The map presented on the next page. The

School was headed by a school Principal with teaching staff. Presently, the school

Offered Senior High School program (OHSP) and Alternative Learning System

(ALS).

The Mission of the school was To protect and promote the right of every

Filipino to quality, equitable, culture based, and complete basic education where:

Students learn in a child-friendly, gender- sensitive, safe, and motivating

environment. Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stowards of the institution, ensure an enabling and

supportive environment for affective learning to happen. Family, community, and

other stakeholders are actively engaged and share responsibility for developing

life- long learners. The Vision of the school was We dream of Filipinos who

passinately love their country and whose values and competencies enable them

to realize their full potential and contribute meaningfully to building the nation. As

a learner-centered public institution, the Department of Education continuously

Improves itself to better serve its stakeholders.

The School Mission is to provide accessible quality education for all Filipino

Learners, equipping them with essential skills and values. The Vision of the School

is to create a learner-centered system that empowers individuals contribute

positively to Society, promoting excellence, equity, and inclusivity in education.

21
 Figure 2

Map of Taytay Senior High School

22
Subject of the Study

The subject participants of the study were Grade 11 HUMSS students, from

The seven (7) heterogeneous sections of Taytay Senior High School under the

K12 curriculum during the school year 2023-2024. We chose this respondents

group For two reasons. First, Grade 11 HUMSS students are likely to be at a

Developmental stage where they are forming their identities and exploring social

Issues like LGBTQ rights. Second, by focusing on HUMSS students, we can gain

Insights from a group that may have a more in-depth exposure to social justice

Topics. The sampling method we’ll be using is Purposive sampling, because this

Technique allows us to select participants who possess the specific characteristics

And experiences relevant to our research question: understanding the perceptions

Of Grade 11 HUMSS students about LGBTQIA+ issues.

23
Procedure of the Study

On February 29, 2024, we presented our title proposal to the panels and

Were able to defend it successfully. From February 29, 2024 to March 15, 2024,

We completed all the required tasks for Chapter 1 successfully. On March 15,

2024, We successfully completed all the tasks required to create Chapter 1. Our

Preliminary work and Chapter 1 were completed on schedule from March 12 to

March 27, 2024. However, our research advisor returned our portfolio on April 2,

2024, as revisions were needed for certain sections of Chapter 1. We began

Chapter 2 in school on April 2, 2024, and submitted it to our research adviser.

Sadly, the following day, April 3, 2024, our research advisor requested us to

Organize it in the order of chapter 2. We submitted it successfully, but later that

Day, our advisor asked us to revise some sections of our Chapter 2. On April 5,

2024, we completed revising chapter 2 and printed it, but our research adviser

Instructed us to revise it again on the same day.

24
Instrumentation of the Study

Analysis of narrative method will be going to use to investigate the Grade

11 HUMSS students in Taytay Senior High School regarding to the Perception of

Grade 11 HUMSS students in Taytay Senior High School. Researcher will be using

purposive sampling in selecting the respondents.

Researcher-Made Questions

1. Have you eveer een attracted to your same gender? If yes, what did you
feel?

2. Do you have any friends, family or relatives that is a part of LGBTQIA+

community? If you have, how do you treat them?

3. Why did you think that there is still LGBTQIA+ that is being bullied?

4. What is the importance of self-esteem to the LGBTQIA+ people?

5. In your opinion, what are the biggest challenges faced by LGBTQIA+

people in achieving full acceptance in society?

6. Why do you think that establishing rights for the LGBTQIA+ community is
significant?

7. What do you think are the challenges in attaining this equality?

8. In your own opinion, how do you think you will prevent the discrimination
against LGBTQ as a student?

25
Ethical Considerations

While conducting the research, the researcher considered the ethical

dilemmas that they may encounter. It is the researcher’s responsibility to take in

Considerations the rights and values of the participants since they utilized

Questionnaire as tool to gather data. Hence, the succeeding ethical considerations

Were followed.

A. The researchers asked permission from the participants.

B. The researchers explained to the participants the details of the studies.

C. The researchers guaranteed through the letter that the participants’

Confidentiality and privacy would be protected

26
 Gantt chart of activities

ACTIVITY FEBRUARY MARCH APRIL

Title Defense

Data Gathering for

Chapter 1

Revision of

Chapter 1

Data Gathering for

Chapter 2

Revision of

Chapter 2

Data Gathering for

Chapter 2

Colloquium

Analysis and

Interpretation

Revision of

Final Draft

Final Copy

27
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