Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study, theoretical

framework, conceptual framework, statement of the problem, hypothesis,

scope and limitation, significance of the study and definition of terms.

Background of the Study

Lesbian, gay, bisexual, transgender, and queer are all generally referred to as

LGBTQ. A woman who has a strong attraction to other women on a romantic,

emotional, or physical level is referred to as a lesbian. Gay people are those who

consistently feel attracted to others of the same sex in a romantic, sexual, or

emotional way. When referring to women, the term lesbian is frequently used. An

individual who develops strong physical, romantic, and/or emotional feelings for

people of the same gender or of different sexes is said to be bisexual. A person who

identifies as transgender is one whose gender identity and/or gender expression do

not correspond to the sex they were assigned at birth. Some people who identify as

having a sexual orientation other than straight or heterosexual use the word "queer."

Despite the fact that there are many LGBTQ people in society today, many

people still do not accept them, especially when they are well-known. Because of

this, inequality and rejection-related insults still exist. LGBTQ people commonly

experience bullying, it is a prevalent issue in many homes, communities and

specifically in schools worldwide, and members of the LGBTQ community are often
the targets of this form of violence. Bullying is more likely to happen to LGBTQ

individuals.

In fact, bullying is a prevalent issue in many schools worldwide, and members

of the LGBTQ community are often the targets of this form of violence. The learning

environment of the school is not exempt from bullying. Physical and verbal abuse

toward students, even on campus, it severely affects their morale, motivation, and

desire to learn. Campus life at the junior-senior high school level despite the

perception that students are nowadays mature enough in their conduct and attitudes

toward others around them.

Additionally, many problems and incidents involving the acceptance of LGBTQ

concerns in society have been reported, including homosexuality, discrimination, and

hate speech. LGBTQ people struggle to express themselves in society due to the

discrimination, which also affects their mental health and makes it difficult for them to

accept who they are.

Generally, McCormick, Melinda, (2016) 1 stated that, all children subjected to

bullying are more likely to experience depression, suicidal thoughts, substance

abuse, sexual violence, risky sexual practices, and academic failure. The danger is

especially great for LGBTQ youth. Strategies to stop and manage bullying of LGBTQ

youth must take several significant and particular aspects into consideration. While

some methods are specialized for LGBTQ adolescents, the majority make conditions

safer for all students if they are accepted by schools and communities.
 According to UNICEF (2014)2, lesbian, gay, bisexual, transgender, and queer

(LGBTQ) persons are more likely to experience mistreatment, abuse, violence, and

marginalization when they are subjected to discrimination because of their sexual

orientation or gender identity. Lesbian, gay, bisexual, transgender, and queer people

experience harassment because of mental models that do not value equality among

all people. It is possible to evaluate this disregard for LGBTQ people's advantages

from a wide range of perspectives.

In the Philippines, because of their gender identity and sexual orientation,

students face bullying and discrimination at school. Although Philippine law offers

rights against discrimination and exclusion in schools, politicians and school officials

must take action to make sure these laws are properly applied. The 68-page report,

"'Just Let Us Be': Discrimination Against LGBTQ Students in the Philippines," details

the variety of misdeeds committed against lesbian, gay, bisexual, transgender, and

queer (LGBTQ) secondary school students. It explains how widespread bullying and

harassment, discriminating laws and practices, and a lack of helpful services threaten

LGBTQ youth's access to an education guaranteed by international law. LGBTQ

students in the Philippines are often the targets of ridicule and even violence, says

Thoreson (2017)3, a fellow in the LGBTQ rights program at Human Rights Watch.

Besides, the Child Protection Committees (CPCs) are designated as the Anti-

Bullying Committee by the Department of Education's (DepEd) Order 55 of 2013,

which will address bullying incidents in public or private schools. In response to the

alarming increase in bullying incidents and suicides on college campuses, senators

in Manila, the
Philippines, are calling for a review of Republic Act 10627, also known as the Anti-

Bullying Act of 2013, as well as the creation of mental health offices (MHOs) in state

universities and colleges (SUCs). Sen. Sherwin Gatchalian, stated that bullying has a

negative impact on students' academic performance, citing the 2018 Program for

International Student Assessment results that revealed that among 15-year-old

students from 79 participating countries, Filipino students are the most exposed to

bullying, with 65% of them doing so at least a few times per month. The evaluation

also revealed that students who said they had been threatened performed 56 points

worse in reading than those who had no or fewer frequent incidents Romero, (2023) 4.

Moreover, LGBTQ groups here and in the entire nation will finally be protected

from discrimination through Senate Bill No. 1934, or the Sexual Orientation and

Gender Identity Expression (SOGIE) Equality Bill. Finally, an exclamation point may

now put an end to discrimination, and this provides "a breathing space for the

LGBTQ sector, which is believed to be the major recipient and choked by stigmas in

the society”, said Fernandez (2021) 5 according to the SOGIE Bill, for it strengthens

their protection and empowers them to live with other individuals in one society

without inappropriate judgment against them. As a matter of fact, the measure did

not simply make to address the concerns of LGBTQ individuals but also for those

underprivileged, marginalized, and most usually mistreated in society everywhere. In

other words, this anti-discrimination policy is, in a remarkable way, for everyone. The

proposed legislation includes actions like government-wide SOGIE and human rights

education and awareness-raising. An individual's SOGIE, sex, and character can be

better understood by civil servants, especially those who work directly with the public.
 Furthermore, understanding their lived experiences can help promote equality

and inclusion in educational institutions and society as a whole. The study's

importance lies in its potential to raise awareness about the challenges faced by

LGBTQ learners and encourage the development of policies and interventions to

support and protect them. This study can also contribute to the growing body of

literature on the experiences of LGBTQ learners. Also, to aid learners who are being

bullied instantly. Understanding the reasons behind the bully's negative conduct is

crucial to preventing the incident rather than simply punishing them for it. By

shedding light on the experiences of LGBTQ learners in Malaya's Integrated National

High School, this study can help inform policy changes and interventions to address

bullying and discrimination. Finally, it intends to develop an output based on the

results of the study that can help promote equality and inclusion in Malaya Integrated

National High School.

Theoretical Framework

This study is supported by the developmental theory of Erik Erikson. This

theory posits that human development is a continuous and lifelong process that

consists of eight stages, each with its own unique psychosocial crisis that must be

resolved. The successful resolution of these crises leads to the development of a

strong and healthy personality, while failure to resolve these crises may lead to

psychological problems and maladjustment later in life.

According to Erikson, adolescence is the stage where the psychosocial crisis

of identity versus role confusion occurs. During this stage, adolescents try to

establish their own sense of identity and self-worth, which is influenced by their
experiences and interactions with their environment. For LGBTQ members, this

stage is particularly challenging due to the discrimination and bullying they may

encounter from their peers and even from adults.

This study seeks to explore the lived experiences of LGBTQ learners at Malaya

Integrated National High School and how they are able to overcome the challenges

they face. By using Erikson's developmental theory, we can understand how their

experiences may affect their psychosocial development and how they are able to

resolve the crisis of identity vs. role confusion. The results of this study can

contribute to the development of interventions and programs that can help LGBTQ

learners cope with the challenges they face and achieve a healthy sense of identity

and self-worth despite the discrimination and bullying they might encounter.
Conceptual Framework

Figure 1

Conceptual Framework

INPUT  PROCESS OUTPUT

A. Profile of the  Conducting a face

The untold story of a
respondents in terms
to-face interview
of; bullied: the lived
through open-
 Gender experiences of LGBTQ
 ended questions
 Grade Level learners and the proposed
 Interpreting data
action plan for the
B. Challenges that
have development of an

been encountered by intervention program to

the LGBTQ members facilitate the creation of

in policies that support and

protect LGBTQ learners in

terms of;
educational settings and

 Emotional society as a whole.

 Physical

 Academics
Figure 1 illustrates the conceptual framework of the challenges that have been

encountered by LGBTQ learners in Malaya Integrated National High School during

the years 2022-2023

Frame 1 presents the input of the study, which includes the information

acquired for the purpose of the study that includes the respondents’ profiles in terms

of gender and grade level. The challenges that have been encountered by the

LGBTQ learners.

Frame 2 presenting the process of determining the challenges that have been

encountered by the LGBTQ learners by conducting face-to-face interviews using

open-ended questions for the learners who are members of the LGBTQ community.

Frame 3 presents the output, the untold story of a bullied: the lived

experiences of LGBTQ learners and the proposed action plan for the development of

an intervention program to facilitate the creation of policies that support and protect

LGBTQ learners in educational settings and society as a whole.

Statement of the Problem

This study aims to explore on the lived experiences of LGBTQ learners in Malaya

Integrated National High School during SY. 2022-2023.

Specifically, this seeks answer to following questions:

1. What profile of the respondents in terms of:

1.1 gender;

1.2 grade level?

 2. What kind of bullying have been encountered by the LGBTQ learners in terms
of:

2.1 emotional;

2.2 physical;

2.3 academics?

3. What motivates them to continue studying amidst unequal treatment and

bullying they exposed?

4. What output can be developed based on the results of the study?

Assumptions

 The participants were open to discussing their lived experiences of being

bullied as part of the LGBTQ community.

 The participants accurately describe the bullying they have gone through.

 To protect the participants, the researcher will uphold their anonymity and

confidentiality.

 In the interview, the respondents were truthful and gave precise responses.

 The research will include information and suggestions that might help the

school develop better policies and activities for LGBTQ learners.

 The researchers were able to draw the necessary conclusions from their

action plan that would produce the desired outcome.

Scope and Limitation of the Study

This study focuses on LGBTQ learners from junior high to senior high school

at Malaya Integrated National High School. Respondents were purposively selected

during the school year 2022–2023. The researchers chose junior- and senior-high
school students to undergo this study because some of them are afraid to speak up

and fight for their rights. The researchers chose them as respondents to prove that

being outside the gender norm is not considered a curse in our society.

Significance of the Study

The researchers stated that the following group of people would benefit from

this study:

Students. This research study will provide support and protection to LGBTQ learners

in MINHS or a deeper understanding of their experiences and perspectives on how

being bullied affects their emotional, physical, and academic performance.

Teachers. The findings of the study raise awareness of the potential effects of being

bullied on LGBTQ students and may encourage teachers to help and educate them

by conducting seminars about the damage that bullied can cause.

Parents. This study will be usual to provide understanding and information of how

does LGBTQ learners at MINHS overcome of being bullied experiences and the

impacts of on their academic performance.

Future Researchers. The result of this study will allow researchers to better

understand how LGBTQ students always experience being bullied and has a

profound effect on students emotionally, physically, and academically. Supporting

students to overcome their fear and speak up to fight for their rights. Interestingly,

this study can be used to develop interventions to meet the needs of LGBTQ

students.
Definition of Terms

The following terminology are defined within the context of the study in order

to provide a better understanding of the study.

Sex. It refers to the different biological and physiological characteristics of

males and females, such as reproductive organs, chromosomes, hormones, etc.

Gender. It includes the social, psychological, cultural and behavioral aspects

of being a man, woman, or other gender identity. It is a characteristics of women,

men, girls and boys that are socially constructed.

LGBTQ. It refers to lesbian, gay, bisexual, transgender and queer or

(questioning).

Lesbian. A woman who has a romantic and/or sexual orientation toward

women.

Gay. A term that primarily refers to a homosexual person or the trait of being

homosexual, sexually or romantically attracted to people of the same gender and not

to people of a different gender.

Bisexual. A behavior or attraction that is romantic or sexually attracted to both

genders, or to more than one.

Transgender. It is someone whose gender identity or gender expression does

not correspond with the sex they were assigned at birth.

 Queer. Umbrella term for people who are not heterosexual or cisgender.

Originally meaning 'strange' or 'peculiar', queer came to be used pejoratively against

those with same-sex desires or relationships.

Heterosexual. Romantic attraction, sexual attraction, or sexual conduct

between individuals of the opposite sex or gender is referred to as heterosexuality.

Homosexual. Romantic interest, sexual attraction, or sexual conduct between

people of the same sex or gender.

Bullying. When someone intentionally hurts someone or a group of people by

using words or behaviors against them in order to cause them physical, social,

and/or emotional harm.

Bullied. It refers to those who hurt or frighten someone, often over a period of

time, and often force that person to do something they do not want to do.

Lived Experiences. A depiction of a person's experiences and decisions, as

well as the knowledge gained from these experiences and choices.

Academic Performance. This is the evaluation of students' performance in

several academic areas that bullying can affects.

Emotions. These are mental states caused by alterations in the

neurophysiology of the brain that are variously linked to thoughts, feelings, and

behavioral reactions of a person.

 Notes:

1
McCormick, Melinda, "Bullying Experiences and Resilience in LGBTQ Youth"
(2016).

Dissertations. 2473.

https://scholarworks.wmich.edu/dissertations/2473

2
UNICEF 2014. Current_Issues_PaperSexual_Identification_Gender_Identity
https://www.academia.edu/46991781/SOCIAL_PROBLEMS_ENCOUNTERED_BY_
LE

SBIAN_GAY_BISEXUAL_AND_TRANSGENDER_LGBT_STUDENTS_IN_URDAN
ET A _CITY_UNIVERSITY

3
Thoreson, R. (2017) https://www.hrw.org/about/people/ryan-thoreson

4
Romero, P. (2023)
https://www.philstar.com/nation/2023/02/06/2242802/senators-seekreview-
antibullying-
law#:~:text=The%20Department%20of%20Education%20(DepEd,in%20public%20or
% 20private%20schools.
5
Aucensillo, J., Fernandez P. (2021)
https://pia.gov.ph/features/2021/08/12/sogieequality-bill-a-breathing-space-for-lgbt
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter contains related literature and studies both international and local

gathered from online articles and resources by researchers, expecting this paper as

a guide in order to conduct more accurate study results. This related literature and

studies provided the researchers with a better understanding and a wider view of the

gathered information. The citations used in this chapter were based on a variety of

sources.

Foreign Literature

In a perfect world, LGBTQ would represent simply descriptions of choice,

behavior, and identity, or more accurately, of basic human characteristics. Since

LGBTQ people have existed in many countries, they have typically been associated

with negative labels, and they have been exposed to societal inequalities through the

use of prejudice and discrimination. As stated to Sage Journal Articles, LGBTQ

problems are likely the most controversial and politically challenging aspect of

diversity in the modern era. Many contexts, including schools and colleges, the

military forces, jails and prisons, homes, workplaces, and public places, have been

documented as having incidents of anger, criticism, and violence aimed against

LGBTQ people. With these violent crimes, not only is the direct victim affected, but

even if one does not personally know the victim, one's daily life's vital perception of

invulnerability may be in risk Teuchies, et al. (2013) 1.

 To understand how privileged and marginalized identities interact and affect

LGBTQ students' experiences in American higher education, it is critical to approach

them from the perspective of intersectionality. The same issues with compulsory

heterosexuality and heterosexism that domestic American students face can also

affect LGBTQ students. In the US, it largely focuses on coping mechanisms,

psychological wellbeing, social adjustment, and identity formation. These elements

are important to keep in mind as they may affect a student's capacity to effectively

manage the intellectual, social, and emotional aspects of student life Nakamura, et

al. (2022)2.

Since bullying isn't exactly what people think it is. The typical emphasis on

behavior and relationships in anti-bullying laws and programs misses the opportunity

to address bullying as a result of how some children are regarded as being different

from the norm, such as gay children and teenagers. Walton (2016) 3 stated that

academic studies and current ideas are criticized in order to make the case that

bullying has evolved into a widespread issue due to social and political conditions

that have brought it to the attention of the general public and the media. The risk of

increased bullying, discrimination, and other types of violence is still present,

including for gay youths.

Apart from this, Downes & Cefai, (2016) 4 said that all EU members are

concerned about bullying in schools. It is an insult to the shared values of freedom,

acceptance, and equality. It has significant, perhaps long-lasting repercussions. That

is an issue that goes beyond just education policy. It is also a concern for children's

health and welfare. Bullying at school may have an impact on students' mental and

physical well-being, academic achievement, and may even cause them to drop out of
school early. Bullying frequently causes victims to try or actually commit suicide as

well as experience anxiety, depression, and self-harm. Bullying abusers are more

likely to engage in violent conduct later on and have antisocial personality disorder.

Foreign Studies

Academics

According to Young-Jones, et al. (2015) 5 due to recent media articles in

American and international media, bullying has become a trending topic in education.

Beyond the bully and victim, administrators, parents, and other students are also

affected by these incidents. While earlier studies revealed that bullying practices

reduce as a student improves in school, a more recent study discovered that bullying

can remain throughout college. The current study looked at how perceptions of

bullying changed between high school and college, as well as how incidents of

bullying among college students affected a number of categories connected to

academic achievement (i.e., basic psychological needs, academic motivation,

perceived social support, and perceived stress). Moreover, students are still

vulnerable to bullying after they graduate from high school. These impacts might

have a significant impact on college life, academic motivation, and educational

outcomes. Also, even after the harassment has stopped, earlier mistreatment might

cause students’ academic problems.

In addition, Santos (2020)6 stated that, the several forms of bullying LGBTQ

students have encountered, including verbal, written, physical, relational, social, and

cyberbullying; the consequences of bullying LGBTQ students; and the remedies or

recommendations made by LGBTQ students to lessen bullying. It was determined

that the most frequent form of bullying that LGBTQ children had encountered in their

school was verbal or written bullying. Constant teasing, insults, disrespect, and

name-calling are examples of this. Bullying had also a negative impact on them,

particularly on how they felt and were feeling. They experience fear, danger, and a

lack of confidence in other people. While LGBTQ students frequently faced other

forms of bullying (physical, social/relational, and cyber), they often encountered

some of its manifestations at school, such as constraint, using discreetly hurtful

words, and embarrassing and humiliating online activity. Furthermore, it was shown

that with the support of individuals who are suffering it and their school community,

the prevalence of bullying among LGBTQ learners may be reduced (parents,

teachers, administrators, and staff).

Social Media

Nonetheless, Lucero (2017)7 said that the effort to navigate their lives

securely, disadvantaged LGBTQ learners frequently utilize social media to study,

participate, engage, communicate, and build their identities. Research examines,

understands, and documents the many ways these youth use social media in this

context. The results imply that social media is a significant part of life for most

individuals. Social media accessibility, frequency of usage on Facebook, use of

social media as a connection and exploration technique, degrees of commitment to

social media, and perceived level of comfort online are all stated for the participants.

Analysis shows that social media has evolved into a secure area for LGBTQ learners

who are already highly marginalized to discuss concerns of gender and sexuality.

However, Jenzen (2022)8 emphasizes how important it is for many young

LGBTQ to have access to the Internet and social media. Across platforms, LGBTQ
social media youth cultures develop and are influenced by a variety of media

capabilities and languages. Social media is used by LGBTQ youth for self-

expression, socializing with other LGBTQ youth, entertainment, advocacy,

information gathering and moderation, and leisure.

Local Literature

According to Thoreson (2017) 9, "LGBTQ people in the Philippines are

frequently the targets of mockery and even violence," and "in many cases, teachers

and administrators are participating in this mistreatment as opposed to speaking out

against discrimination and creating classrooms where all of us can learn." President

Rodrigo Roa Duterte has previously spoken out against bullying and discrimination

against LGBTQ, and he should do so again. Never again should such behavior be

tolerated.

Additionally, in the Philippines, Gloc-9's song "Sirena" has gained a lot of

attention and generated controversy especially among LGBTQ who are the song's

main target audience. This song portrays the lives of homosexual people from early

infancy to maturity by showing how gay people deal with their sexual orientation and

how society forms its opinion of gay people. Religious commitments, cultural

standards, and family expectations are the main factors influencing how homosexual

people deal with their sexuality in the Filipino context of a family raised

conservatively and traditionally. In addition, interpretive phenomenological analysis

(IPA) is used in to examine the lived experiences, difficulties, and coping strategies

of the respondents. Also, suggestions were offered after discussing the study's

implications Justine et al. (2021)10.

Local Studies

Growing up in a family rooted in tradition and culture has never made things

simple. The study by Stahl, Love, & Terepka (2021) 11 revealed that the familial

context is the most challenging to navigate while revealing an LGBTQ identity but

also the most crucial. This is because the parent-child relationship is essential for the

health and wellbeing of children, and the quality of this interaction influences the

creation of future healthy relationships. Parents' acceptance is necessary for a

healthy sense of self, and respect teaches individuals to value themselves. All youth,

and LGBTQ in particular benefit from familial ties and the presence of supportive

peers. Consequently, Russel & Fish (2016) 12 found that sexuality-related social

support from parents, friends, and the community throughout adolescence uniquely

contributed to better well-being in young adulthood, with parental backing offering the

most significant impact.

However, Tang & Poudel (2018)13 study that it was shown that students from

Filipino LGBTQ backgrounds who lack legal protection, struggle with mental health

difficulties, and reject religion experience a less inclusive living environment. Thus,

Mueller et al. (2015)14 proposed that school personnel implement anti-bullying and

anti- homophobia policies in response to the higher risk of being harassed and

committing suicide among sexual minority youth.

Besides, Monis et al. (2018)15 schools should be a safe haven for all students,

and the study is essential to provide pertinent information and a clear understanding

of the experiences of the students who are members of the LGBTQ. Highlighting the

campaigns of the DepEd Order 40, series of 2012, also known as the DepEd Child
Protection Policy; the DepEd Order 32, series of 2017 or the Gender-Responsive

Basic Education Policy; the DepEd Order 55, series of 2013; otherwise known as the

Implementing Rules and Regulations (IRR) of Republic Act No. 10627 or the Anti-

Bullying Act of 2013; and the House Bill No. 4982, or the Sexual Orientation and

Gender Identity and Expression (SOGIE).

Then based on the Human rights watch “Just let us be” Discrimination against

LGBTQ students in the Philippines, (2017)16 discriminatory laws and practices have

prevented LGBTQ individuals from taking full part in the educational environment.

Schools enforce restrictive gender norms such as gendered uniforms, hair length,

bathrooms with separate genders, classrooms and extracurricular activities for boys

and girls, and careful monitoring of same-sex friendships and interactions.

Resistance to efforts to end discrimination against LGBTQ individuals has been

encountered, notably from religious authorities. Educating students, teachers, and

staff about LGBTQ individuals and concerns via the use of learning resources is one

method schools may use to address bullying and discrimination. Unfortunately, there

are few sources of helpful information and materials in Filipino secondary schools

about sexual orientation and gender identity. When LGBTQ individuals and problems

are discussed in schools with children, the messages are often unfavorable,

criticizing same-sex relationships and transgender identities as immoral or unnatural.

Teachers, administrators, and lawmakers must collaborate with LGBTQ advocacy

groups to provide schools with a safe and welcoming environment for LGBTQ

children to learn if the right to education has any value for all students.
 Notes:

1
Teuchies, Johannes & Jacobs, Sander & Oosterlee, Lotte & Bervoets, Lieven &

Meire, Patrick. (2013). Role of plants in metal cycling in a tidal wetland: Implications

for phytoremidiation. The Science of the total environment. 445-446C. 146-

154.10.1016/j.scitotenv.2012.11.088.

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234700023_Role_of_plants_in_metal_cycling

in_a_tidal_wetland_Implications_for_phytoremidiation

2
Nakamura, N., Estrellado, J. E., & Kim, S. (2022). Supporting LGBTQ international

students in higher education. In D. P. Rivera, R. L. Abreu, & K. A. Gonzalez (Eds.),

Affirming LGBTQ+ students in higher education (pp. 189–201). American

Psychological Association.

https://doi.org/10.1037/0000281-012

3
Walton, G. (2016). Bullying. In: Rodriguez, N., Martino, W., Ingrey, J.,

Brockenbrough,
E. (eds) Critical Concepts in Queer Studies and Education. Queer Studies and

Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-55425-

3_5

4
Downes P. & Cefai, C. (2016). How to Prevent and Tackle Bullying and School

Violence: Evidence and Practices for Strategies for Inclusive and Safe Schools,

NESET II report, Luxembourg: Publications Office of the European Union

https://www.um.edu.mt/library/oar//handle/123456789/31615

5
Young-Jones, A., Fursa, S., Byrket, J.S. et al. Bullying affects more than feelings:

the long-term implications of victimization on academic motivation in higher

education. Soc Psychol Educ 18, 185–200 (2015).

https://doi.org/10.1007/s11218-0149287-1

6
Santos, K. E. S. (2020). Prevalence of bullying among LGBT students in Nueva

Ecija.

Open Access Library Journal, 7(02), 1.

https://doi.org/10.4236/oalib.1106066
7
Leanna Lucero (2017) Safe spaces in online places: social media and LGBTQ

youth, Multicultural Education Review, 9:2, 117-128

https://doi.org/10.1080/2005615X.2017.1313482

8
Jenzen, Olu (2022) https://doi.org/10.1093/acrefore/9780190228613.013.1363

9
Thoreson, Ryan R. 2014. Transnational LGBT Activism: Working for Sexual Rights

Worldwide. Minneapolis: University of Minnesota Press, 2014. 288 pp.

https://www.researchgate.net/publication/

299541459_Transnational_LGBT_Activism_W

orking_for_Sexual_Rights_Worldwide_by_Ryan_R_Thoreson_Minneapolis_Universit

y_ of_Minnesota_Press_2014_288_pp

10
Justine, A. K. F. L. M., Del Rosario, L. A., & Tus, J. (2021) The Exploration on the

Lived Experiences and Challenges Faced of the Gay College Students Amidst

COVID-

19

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_E

xperiences_and_Challenges_Faced_of_the_Gay_College_Students_Amidst_COVID

_1 9
11
Stahl, T., Love, H., & Terepka, A. (2021, September 28). Coming out? Out of

Where?

What it means and the crucial role of families. Retrieved April 01, 2022 from

Columbia University Department of Psychiatry:

https://childadolescentpsych.cumc.columbia.edu/articles/coming-out-out-wherewhat-

it- means-and-crucial-role-families

12
Russell, S. & Fish, J. (2016, March 28). Mental Health in Lesbian, Gay, Bisexual,

and Transgender (LGBT) Youth. Retrieved March 31, 2022 from PubMed Central:

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Tang, X. and Poudel, A.N. (2018) Exploring Challenges and Problems Faced by

LGBT Students in Philippines: A Qualitative Study. Journal of Public Health Policy

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%28lz5mqp453edsnp55rrgjct55%29%29/reference/referenc espapers.aspx?

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Mueller, A.S., James, W., Abrutyn, S. and Levin, M.L. (2015) Suicide Ideation and

Bullying among US Adolescents: Examining the Intersections of Sexual Orientation,

Gender, and Race/Ethnicity. American Journal of Public Health, 105, 980-985.

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Monis, R. J. B., Baciles, E. O. R., & Pilloses, K. P. (2018). Boogie Wonderland:

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lgbtstudents-philippines
 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

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

study, sources of data, procedure of the study, and statistical treatment.

Research Design

This study will utilize qualitative descriptive research method. The researchers used

the descriptive research method. Descriptive research design is a type of research

that describes a population, situation or phenomenon that is being studied.

Descriptive research design is a powerful tool used by scientists and

researchers to gather information about a particular group or phenomenon. This type

of research provides a detailed and accurate picture of the characteristics and

behaviors of a particular population or subject. By observing and collecting data on a

given topic, descriptive research helps researchers gain a deeper understanding of a

specific issue and provides valuable insights that can inform future studies.

This research design is appropriate for this study since the researchers used

an interview or questionnaire to assess the lived experiences of bullied LGBTQ

students among junior and senior high school students at MINHS.

Setting of the Study

 This study will be conducted at the Malaya Integrated National High School. It

was located at Vicencio Street, Malaya Pililla Rizal, It was established on January 1,

1975, and formerly named Malaya Barangay High School. However, in 2001, Malaya

Barangay High School became nationally funded and became Malaya National High

School. Yet, on March 6, 2020, it became Malaya Integrated National High School

under Special Order SHS-A. 1-05-030 s. 2020.

Figure 2

Location Map of Malaya Integrated National High School

District of Pililla, Province of Rizal

Subject of the Study

The subject of the study is the lived experiences of the LGBTQ learners

among the junior and senior high school students of Malaya Integrated National High
School. Purposive sampling was used to calculate the ideal sample size of selected

junior and senior high school learners. Only 42 were selected out of 1,364 population

of enrollees.

Sources of Data

For this study, the data will be gathered by the researchers through interviews.

An organized set of questions will be used during the interview process to get the

answers from the respondents that are required. The respondents will be asked to

discuss their personal experiences of being bullied due to their gender identity and

as a result of being LGBTQ by way of open-ended questions.

Procedure of the Study

Deeper knowledge of the lived experiences of LGBTQ students who are being

bullied is what the researchers want to achieve. To do this, the researchers will

engage with participants face-to-face and get their informed consent before

beginning the interview. Researchers, will compose open-ended interview questions

in order to be able to get data from participants.

Once the instruments are validated, the researchers will schedule the

interview with the respondents, who are part of the LGBTQ community in MINHS.

Recommendations and actions will be made based on the analysis findings

once the data has been collected. To get it ready for the final defense, the research

paper will go through essential modifications. After the final defense, the panelists'
feedback and suggestions were taken into consideration and submitted to them for

the study's hardbound copies to be completed.

UNTOLD STORY OF A BULLIED: THE LIVED EXPERIENCES OF LGBTQ

LEARNERS IN MALAYA INTEGRATED NATIONAL HIGH SCHOOL

ROMNICK ABADJANO

IRENE ENDON

PRINCESS LHAILLYANA LITERAL

YVON KEISHA MENDOZA

MAVERICK YROLL PADERAN

GHIE-ANN SECO