Breaking beyond boundaries: Understanding the

lived experience of LGBTQ Community In Manay National High

School

INTRODUCTION

LGBTQIA+ Community refers to a diverse group of individual who identify as

lesbian,gay,bisexual,transgender,queer,intersex,asexual and other sexual orientations amd gender
identities. This community encomposses a wide range of experiences, identities, and expressions of
gender and sexuality. LGBTQIA+ individual have faced significant callenges, including discrimanations
prejudice, and marginalizations. How ever in recent years there was been increased visibility and
acceptance of the LGBTQIA+ community, leading significant advancement in legal rights social
recognation, and cultural reperesentation. The LGBTQIA+ community plays a crucial role in advocating
for equal right, challenging socialal norms, and promoting inclusiving and acceptance.They have been at
forefront on movement for LGBTQIA+ right, such as marriage equality, anti-discrimanation laws, and
health care access.

More over, its important to remember the LGBTQIA+ Community is not a

monolith each individual experiences in influenced by their unique intersections of indentities including
their race, religion, social economic status and more to truely underatand the lived experiences of
LGBTQIA+ Community one must listen th their stories, respect their indentities, and advocate for their
right, it can also be a journey of self discovery self acceptance, and finding a supportive community. It is
important to approach the LGBTQIA+ experiences with empathy respect, and understanding, and to
promote equality and inclusively for all individuals regardless of their sexual or gender.
REVIEW OF RELATED LITERATURE

INTRODUCTION

large scale studies have demonstrated that there is an incresing prevalence of student mental health In
higher education in 2016 49,265 undergranted studients in the UK disclosed a mental health condituon
compare with 8415 in 2008 [(university uk 2016)] in addition large survey data from vitae (2018) found
that between 2011 and 2015 there was a 50% increase in student accesing well- being services in
universities However, claim a about increasing students mental health should be treated contiously as
more students might be welling to disclosed poor mental health as a result of attemps to destigmatise it
in recent years by the uk goverments and universities [Department for education (DFE) Department of
health (DOH) 2017]

Nevertheless, students who identity as LGBTQIA+ have been found to experience and anxiety (neres and
hillman 2017) going to university can be both exciting and stresful student are expected to navigate
multiple and multidimentional transition across different domans (dondal shape 2016) these are
multifacited and unfold as students interact with academic, social and intitutional context (cole 2017)
students who identity as lesbian,gay,bisexual and trans gender are at risk of experiencing multiple
stressaers which can result in negative mental health outcomes (meyer, 2003 italchel etal 2019 )

The academic research on the experience of LGBTQ+ students in higher education presents a break
picture. Much of the literature position LGBTQ+ students as victim, highlighting students experiences of
bullying, harassment and discrimanation (for example Ellis,2009) despite this dominat negative pertrayal
of LGBTQ+ students experiences more recent literature was emphasised university as a positive
experience which, provides student with an opportunity to explore their gender and sexual identities
(Eormby 2015) Grimuood (2017)

Althought existing literature was fucosed on the experiences of LGBTQ+ students in higher education
(Elhs, 2009 : taulke johnson 2010 totreult et al 2013: Earmby : 2015) publishe studies have not explored
how students navigate transitions both over time and within the some timeframe across defferent
context using a longitudinal study design.
Choice of university

research indicates that foreign students to identify its LGBTQ+ perception of safety, acceptance and
tolerance formerly by 2014 are important factors which influence university choice making those they
may choose specific localities which they perceive. Will be quite friendly and accepting, and they may
avoid places which are perceived to be repressive or intolerant (taulke- johnson , 2008, 2010 :formby

2015) This push and pull formed by 2015 p 21 factors also reflect broaden LGBTQ+ migrations pattern
(cant,1997: valentine et al, 2003: howes, 2011 : formby, 2012 ) for example research from the uk
(formby, 2015) and the us (strup et al, 2014 suggest that discrimanation based on sexual orientation is
more widespread on rural compases.

For many students the prospect of disconnecting from faminies, friends and home communities to
attend university can be daunting ( chow and healsy, 2008) however. Research has found that students
who identify as LGBTQ+ may desire to escape from heterosexist and homophobic and homophobic
home communities which have strickly regulated [ hetenosexuality] boundaries of acceptable (i.e
heterosexual behavior)"(taulke johnson, 2010,p.256)

Student accomodation

However, taulke-johnson (2010) found evidence that university accommodation can be intolerant
unwelcoming, hostile and homophobic he found evedince of anti-gay sentiments being written an doors
of rooms resulting in gay students modifying their behavior so that their " guyness" did not have a visible
presence in a accomodation the homophobic bullying resulted in feelings of solation and psychological
disstress as well as feelings obligered to educated house mates in order.

This Study explores the lived experiences of students who identity as Lesbian, Gay , Bisexual, Trans
Gender (LGBTQ+) during their transition into and through, higher education existing literature presents
tragic narratives of students with LGBTQ+ identities which position them as victims. This study
conceptualizes transition as complex multiplex, dimensional rather linear the objective of the Study
were to explore the lived experiences of students who identity LGBTQ in Higher education: The role
sexuality and or gender identity play in their lives over the course of their studies and LGBTQ+ students
experienceaof transition into and through higher education the study is longitudinal in design and draws
on the experiences of 10 participants over the duration of 2 years undergraduate senior High School
Student of Manay National High School- methods use includes semi structured , interview, audio diaries
and visual methods to explore participants experiences of transition. Data were coded and analyzed
thermometically this study uniquely found that the participant experienced multiple and multi
dimensional transition during their time in Senior High School and these transition were largely positive
in contrast to the mainly tragic narratives that are dominant caution the previous literature
STATEMENT OF THE PROBLEM

This study could tackle various aspect such as societal acceptance,

discrimination Mental health, Identity formation, and the rule uh support system. It could also
delve Into the exploration of how the LGBTQIA+ community negatives their identities and
relationships in the society that often imposes birary and heteronormative expectation. Despite
the progress made in recognizing the righta of the LGBTQIA+ community, they Continue to face
significant levels of discrimination and prejudice. This research aims to understand the extent
and impact of such discrimination on the mental and physical health of LGBTQIA+ individuals.
Menter Of the LGBTQIA+ Community often space
BENEFITS AND BENEFICIARIES

The study on "Breaking beyond boundaries: understanding the lived experience of LGBTQIA+
community at Manay National High School" offers several benefits and has various
beneficiaries:

1. LGBTQIA+ Students: The primary beneficiaries of this study are the LGBTQIA+ students at
Manay National High School. By understanding their lived experiences, challenges, and needs,
the study aims to empower and validate their identities. It can contribute to creating a more
inclusive and supportive school environment, promoting their well-being, mental health, and
academic success.
2. School Administrators and Educators: The findings of this study can benefit school
administrators and educators by providing insights into the specific challenges faced by
LGBTQIA+ students at Manay National High School. It can inform the development of inclusive
policies, curricula, and support systems that address the needs of LGBTQIA+ students. This
knowledge can also guide professional development programs for teachers, enhancing their
understanding and skills in supporting LGBTQIA+ students effectively.
3. School Support Staff: The study can benefit support staff, such as counselors and social
workers, by providing a deeper understanding of the experiences and needs of LGBTQIA+
students. It can inform the development of targeted interventions and support services that
address the mental health and well-being concerns specific to this population.
4. Parents and Families: The study's findings can benefit parents and families of LGBTQIA+
students by increasing their awareness and understanding of their children's experiences. It can
help foster acceptance, support, and open communication within families, contributing to the
overall well-being and mental health of LGBTQIA+ youth.
5. Research Community: The study contributes to the existing body of knowledge on LGBTQIA+
experiences in educational settings, particularly within the Philippine context. It adds to the
academic literature, providing insights into the intersectionality of identities, the impact of
school climate, and the specific challenges faced by LGBTQIA+ students. This research can
inform future studies and contribute to broader discussions on LGBTQIA+ rights and inclusion.
6. Society at Large: The study's outcomes have the potential to influence societal attitudes and
perceptions towards LGBTQIA+ individuals. By highlighting the experiences and challenges
faced by LGBTQIA+ students, it can contribute to fostering a more inclusive and accepting
society, promoting equality, and challenging discriminatory practices and belief
the study on "Breaking beyond boundaries: understanding the lived experience of LGBTQIA+
community at Manay National High School" benefits LGBTQIA+ students, school administrators,
educators, support staff, parents, the research community, and society at large by promoting
inclusivity, well-being, and understanding, and fostering a more supportive and accepting
environment for all.
CONCEPTUAL FRAMEWORK

The conceptual paradigm of the study about "Breaking beyond boundaries: understanding the
lived experience of LGBTQIA+ community at Manay National High School" likely focuses on
understanding the lived experiences of the LGBTQIA+ community within the specific context of
Manay National High School. It aims to explore these experiences from an individual level,
acknowledging that social contexts are embedded within an individual's being.

The study may use a methodological approach similar to interpretive phenomenology, which is
designed to explore the lived experience of a phenomenon. This approach emphasizes the need
to fully describe a person's lived experience of an event or experience.

In the context of this study, the "phenomenon" would be the lived experiences of LGBTQIA+
individuals within the school environment. The study would seek to understand these
experiences in-depth, exploring how the individuals' identities interact with their environment
and how these interactions shape their experiences.

Moreover, the study might also consider the impact of these experiences on the individuals'
identities. Identity is how we understand ourselves and others through the roles or social
groups we occupy. Thus, the study might also explore how being a part of the LGBTQIA+
community at Manay National High School influences the individuals' self-perceptions and
identities.
METHODOLOGY

Research design

A research design for studying the lived experiences of the LGBTQIA+ community at Manay
National High School could be structured as follows:

1. Research Approach: A qualitative research approach would be most suitable for this study.
This approach allows for an in-depth exploration of the lived experiences of the LGBTQIA+
community, capturing the richness and complexity of their experiences.
2. Research Design: A phenomenological research design could be employed. This design
focuses on understanding the essence of the lived experiences of individuals. In this case, it
would involve exploring the experiences, perceptions, and feelings of LGBTQIA+ students at
Manay National High School.
3. Sampling: Purposive sampling could be used to select participants who identify as part of the
LGBTQIA+ community at Manay National High School. This could include students, faculty, or
staff who are willing to share their experiences.
4. Data Collection: Data could be collected through semi-structured interviews, focus groups, or
written narratives. These methods allow participants to share their personal experiences,
feelings, and perceptions in their own words.
5. Data Analysis: Thematic analysis could be used to analyze the data. This involves identifying,
analyzing, and reporting patterns (themes) within the data. The themes would provide insights
into the lived experiences of the LGBTQIA+ community at Manay National High School.
6. Ethical Considerations: It's crucial to ensure the confidentiality and anonymity of the
participants. Informed consent should be obtained from all participants, and they should be
made aware that they can withdraw from the study at any time without any negative
consequences.
7. Validation: To ensure the validity of the findings, techniques such as member checking
(where participants confirm the accuracy of the findings) and triangulation (using multiple
sources of data or perspectives to corroborate findings) could be used.

This research design would provide a comprehensive understanding of the lived experiences of
the LGBTQIA+ community at Manay National High School, shedding light on their challenges,
coping strategies, and support systems. The findings could inform interventions and policies to
promote a more inclusive and supportive environment at the school.

Research Respondence
In a study about "Breaking Beyond Boundaries: Understanding the Lived Experience of the

LGBTQIA+ Community at Manay National High School," your research respondents would
ideally include a diverse range of individuals who can provide a comprehensive understanding
of the experiences of the LGBTQIA+ community within the school. Here are some potential
groups of respondents:

1. LGBTQIA+ Students: These are the primary respondents for your study. They can provide
firsthand accounts of their experiences, challenges, and triumphs within the school
environment.
2. LGBTQIA+ Alumni: Former students who identify as LGBTQIA+ can provide a historical
perspective on the school's environment and how it has evolved over time.
3. School Staff and Faculty: Teachers, administrators, and other staff members can provide
insights into the school's policies, practices, and attitudes towards the LGBTQIA+ community.
They can also share their observations about the experiences of LGBTQIA+ students.
4. Allies: These could be students, staff, or faculty who, while they may not identify as
LGBTQIA+, are supportive of the community. They can provide insights into the school's culture
and their own experiences in supporting their LGBTQIA+ peers.
5. Parents or Guardians: Parents or guardians of LGBTQIA+ students can provide a family
perspective on the experiences of their children within the school.
6. School Counselors or Psychologists: These professionals can provide insights into the mental
health and well-being of LGBTQIA+ students, as well as the support services available to them.

Remember, it's important to ensure that all respondents participate voluntarily and understand
the purpose of the research. Confidentiality and anonymity should be maintained to protect the
identities and privacy of the respondents.
Research instrument

In a study about "Breaking Beyond Boundaries: Understanding the Lived Experience of the
LGBTQIA+ Community at Manay National High School," the research instruments you choose
should allow you to gather in-depth, qualitative data about the experiences of your
respondents. Here are some potential research instruments you could use:

1. Semi-Structured Interviews: This instrument allows for flexibility in asking questions, enabling
you to explore the experiences and perspectives of the respondents in depth. You can prepare
a list of open-ended questions related to their experiences as part of the LGBTQIA+ community
at the school, their perceptions of the school environment, challenges they face, support they
receive, and ways they navigate their identity.
2. Focus Groups: Focus groups can provide a platform for interactive discussion among a group
of students, staff, or parents. These discussions can yield rich data and diverse perspectives on
the experiences of the LGBTQIA+ community at the school.
3. Surveys or Questionnaires: While your study is primarily qualitative, you might also consider
using surveys or questionnaires to gather some quantitative data or to reach a larger group of
respondents. These could include questions about respondents' perceptions of the school's
inclusivity, experiences of discrimination or support, and suggestions for improvement.
4. Observation: Observing interactions in the school environment can provide additional
insights into the experiences of LGBTQIA+ students. This could include observing interactions in
classrooms, during extracurricular activities, or in social settings.
5. Personal Narratives or Diaries: Asking LGBTQIA+ students to keep a diary or write a personal
narrative about their experiences can provide deeply personal and emotive data. This method
allows students to express their experiences in their own words and at their own pace.
6. Art-Based Methods: For some students, expressing their experiences through art, poetry, or
other creative methods might be more comfortable or meaningful. This can be a powerful tool
for capturing the emotional aspects of their experiences.

Remember, the choice of research instruments should be guided by your research questions,
the nature of the study, and the comfort and convenience of the respondents. It's also
important to pilot test your instruments to ensure they are clear, effective, and sensitive to the
experiences of the LGBTQIA+ community.
Data gathering procedure

The data gathering procedure for a study on "Breaking Beyond Boundaries: Understanding the
Lived Experience of the LGBTQIA+ Community at Manay National High School" could follow
these steps:

1. Research Approval: Before starting the data collection, ensure you have the necessary
permissions from the school administration and, if necessary, an ethical review board.
2. Participant Recruitment: Identify potential participants based on your research criteria. This
could include LGBTQIA+ students, alumni, staff, and allies. Send out invitations explaining the
purpose of the study, what participation involves, and assurances of confidentiality and
anonymity.
3. Informed Consent: Obtain informed consent from all participants. If participants are under
18, you will need consent from their parents or guardians as well. Make sure participants
understand they can withdraw from the study at any time without any negative consequences.
4. Conduct Interviews: Schedule and conduct semi-structured interviews with participants.
These should be in a comfortable and private setting to encourage open conversation. Record
the interviews with the participants' permission for later analysis.
5. Facilitate Focus Groups: Organize focus group discussions among different participant
groups. Ensure a safe and respectful environment for all participants to share their experiences
and perspectives.
6. Distribute Surveys or Questionnaires: If you're using surveys or questionnaires, distribute
them to a larger group of students, staff, or parents. These can be completed anonymously to
encourage honest responses.
7. Collect Personal Narratives or Diaries: If you're using this method, provide clear instructions
to participants about what they should include in their narratives or diaries and how and when
they should submit them.
8. Conduct Observations: If part of your research, conduct observations in various school
settings, taking detailed field notes.
9. Data Organization: After data collection, transcribe recorded interviews and focus group
discussions. Organize all collected data (transcripts, survey responses, narratives, field notes) in
a secure and systematic manner for analysis.
10. Follow-up: Depending on the findings, you may need to conduct follow-up interviews or
discussions for further clarification or exploration of certain themes.
Remember, throughout the data gathering process, it's crucial to maintain ethical standards,
including respect for participants' privacy, confidentiality, and emotional well-beinwg.

Data analysis
To analyze the data collected for the study on "Breaking Beyond Boundaries: Understanding the
Lived Experience of the LGBTQIA+ Community at Manay National High School," you can follow
these steps:

1. Transcription: If you conducted interviews or focus group discussions, transcribe the

recorded audio or video files. Ensure accuracy in transcribing participants' responses.
2. Data Coding: Read through the transcriptions and identify key themes, concepts, or patterns
that emerge from the data. Assign codes to these themes to categorize the data. You can use a
coding system or software to help organize and manage the codes.
3. Data Organization: Create a data matrix or spreadsheet to organize the coded data. Each row
can represent a participant, and each column can represent a code or theme. Enter the relevant
excerpts or quotes from the transcriptions under the corresponding codes.
4. Data Analysis: Analyze the coded data to identify commonalities, differences, and trends.
Look for patterns, connections, and relationships between the themes. Use qualitative analysis
techniques such as thematic analysis, content analysis, or narrative analysis to gain a deeper
understanding of the data.
5. Interpretation: Interpret the findings based on the analysis. Look for overarching themes or
narratives that emerge from the data. Consider the context of the study and the experiences of
the LGBTQIA+ community at Manay National High School. Reflect on the implications of the
findings and their significance for understanding the lived experiences of the community.
6. Triangulation: If you collected data through multiple methods (interviews, focus groups,
surveys, etc.), compare and contrast the findings from each method. Look for convergence or
divergence in the data to strengthen the validity and reliability of the findings.
7. Reporting: Prepare a comprehensive report that includes an introduction, methodology,
findings, discussion, and conclusion. Present the findings in a clear and organized manner, using
quotes or excerpts from the data to support your analysis. Include recommendations for the
school or relevant stakeholders based on the findings.
8. Ethical Considerations: Ensure that the privacy and confidentiality of the participants are
maintained throughout the analysis and reporting process. Use pseudonyms or participant
codes instead of real names when referring to individuals in the report.

Remember to approach the data analysis process with an open mind, allowing the data to guide
your interpretation. It's important to remain unbiased and transparent in reporting the findings
to accurately represent the experiences of the LGBTQIA+ community at Manay National High
School.
 RESEARCHER

Quenie Bernadette Lancian

Idris Gusarem Malla
Devin tajos