STAND STRAIGHT: LGBTQ ACEEPTABILITY IN

SOCIETY

Presented by:

GROUP MIXED COMMUNITIES

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 TABLE OF CONTENTS

TITLE PAGE ………………………………………….. i

CHAPTER

1 INTRODUCTION

Background Information on the Research…..……….. 1

Research Questions on Hypothesis.………......……… 2
Significance of the Study ……………………………. 3
Scope and Limitations ……………………………..… 4
 Chapter 1

INRODUCTION

Background of the Study

According to Merriam Webster, LGBTQ are classified as

lesbian, gay, bisexual, transgender, and queer/questioning. But

however, not all people who are lesbian, gay, bisexual, or

transgender consider themselves as part of the LGBTQ

community.

“It was not about being gay that they needed to be

respected; it was about having the decency to accept that they

are part of the society they live in without excluding them just

because they are queer.” – ineryss. Have you ever wondered

what are the possible feelings of LGBT towards themselves?

Do they ever feel disgusted or ashamed? If so, do you think it

changed the way they interacted with others?

 Research has shown that LGBT students are

disproportionately affected by bullying, harassment, and

discrimination compared to their heterosexual and cisgender

peers. A study about the LGBTQ+ Youth Mental Health

published in 2020 found that LGBTQ adolescents experience

higher rates of depression, anxiety, and suicidal ideation

compared to their heterosexual counterparts. The socialization

experiences of LGBTQ students worldwide are evolving as

societal acceptance of LGBT individuals grows. Nevertheless,

many homosexual students continue to face these issues due

to their sexual orientation or gender identity.

As a mainly catholic country, the Philippine Catholic

Church does not promote the idea that homosexuality is

inherently wrong; it only condemns “active” homosexuality (gay,

sexual relations, promiscuity, basically what conservatives have

described a “the gay lifestyle”). However, law makers and

school administration in our school have recognized that

bullying of LGBTQ youth is a serious problem. The adverse

treatment of LGBTQ students experience is the result of the

lack of information and resources about LGBT issues available

in schools. When students face issues such as discrimination

and bullying in school – whether in isolation or together – the

school can become a difficult or hostile environment. In return, it

influences the students to hide themselves from the public’s

view and often become unsociable to those who don’t embrace

them.

The problems faced by the lack of acceptance of LGBTQ

students in schools prompted the researchers to connect with

homosexual students of Trinidad V. Canja – Sta. Teresa

National High School, posing a survey to answer questions

about their perceptions of themselves, bridging the lack of

communication between homosexual and heterosexual people

which is leading them to misunderstand the Pride community.

As most of the researchers are fond of watching and reading

Boy’s Love (BL) series or stories, they have resonated with the

weight carried by closeted homosexuals—who are afraid to be

judged and neglected by society—and aimed to deliver

information to what has been forsaken. This research aims to

answer the question: Does the perception of LGBTQ students

about themselves affect their socialization towards others?

According to LGBTQ+ Stigma and Mental Health,

Information about LGBTQ is crucial for fostering acceptance

because it breaks down harmful stereotypes and

misconceptions. Many people hold inaccurate or outdated

views about LGBTQ individuals. Knowledge about how they

feel helps to create a more inclusive community where

everyone feels safe, respected, and valued.

Therefore, information about the effects of LGBTQ

perception play a significant role in understanding and knowing

that the negative actions by the society to homosexuals

affected the self-esteem and self-respect they have for

themselves.

Research Question on Hypothesis

This study explored the perceptual outcomes in LGBTQ

students’ socialization.
 Specifically, it provided answers to the following

questions:

1. Does what LGBTQ students think about themselves push

them to lie about their sexuality?

2. Is being part of the LGBTQ community affecting their

values important to socialization?

3. What do LGBTQ students feel about themselves?

4. How did societal views of LGBTQ affect their perceptions

of themselves?

Significance of the Study

This study is significant in understanding the social

experiences and challenges faced by LGBTQ students in the

Philippines. This research seeks to contribute new insights into

how LGBTQ students socialize within educational settings, and

how they are impacted by societal perceptions and attitudes.

The result of this study is significant to the following:

1. LGBTQ Students

This study is crucial to LGBTQ students as it sheds light

on their unique socialization experiences in educational

settings. By understanding how their interactions with

peers and school environments influence their sense of

belonging, this research can help identify areas where

support is needed, ensuring that LGBTQ students feel

accepted and safe in their school communities.

2. Educators and School Administrators

This research provides valuable insights for educators

and school administrators, highlighting the importance of

creating inclusive and supportive environments for

LGBTQ students. The findings can guide the

development of anti-bullying policies, LGBTQ-inclusive

curricula, and awareness programs, fostering a more

accepting and understanding atmosphere in schools.

3. Policymakers and Advocacy Groups

For policymakers and LGBTQ advocacy groups, this

study is significant as it offers evidence-based data on the

experiences of LGBTQ students in schools. This can

 inform the creation of policies aimed at reducing

discrimination and bullying, advocating for LGBTQ rights,

and ensuring that schools are equipped with the

necessary resources to support students of all sexual

orientations and gender identities.

4. Parents and Families of LGBTQ Students

This research is significant for parents and families of

LGBTQ students, as it provides a deeper understanding

of the challenges their children may face in school. It can

help parents advocate for a safer, more supportive school

environment and encourage open conversations about

socialization, identity, and acceptance.

5. The Philippine Society

This study is significant to Philippine society by

contributing to the ongoing dialogue about LGBTQ rights,

identity, and inclusion. It highlights the need for cultural

and societal shifts towards greater acceptance of

diversity, not only in schools but across communities, to

ensure equal treatment and dignity for LGBTQ

individuals.
By addressing the social experiences of LGBTQ students, this

study aims to create a broader understanding of the challenges

they face and promote a more inclusive, supportive, and

respectful environment for all students.

Scope and Limitation of the Study

This study aimed to explore the perceptual outcomes in

LGBTQ students of Trinidad V. Canja – Sta. Teresa National

High School and if it affects their socialization to other students,

teachers, or people in the community. The study will target a

sample of 41 student respondents from each grade level

anonymously. Survey sheets were given to the respondents

which consist of 10 questions that are answered by a yes or no.

On top of that, there is a classification of which gender

orientation they classify themselves to. The result will be

evaluated based on the Cronbach’s Alpha’s method which will

determine the consistency of the answers on the survey of 41

LGBTQ students of TVC-STNHS. As a result of the evaluation,

the level of consistency of the answers will provide the data

about the effect of perceptual outcomes of LGBTQ students in

terms of socialization. The expected outcome is to have an

overview on how does LGBTQ view themselves and its effect to

their socialization.

The limitations of this study include the relatively small

sample size, which may not be representative of the larger

student population. Additionally, the study’s focus on a single

school may limit the generalizability of the findings to other

institutions or regions. The use of self-reported data may also

introduce biases, and the study’s duration may not capture

changes in attitudes over time. Future research should aim to

address these limitations by recruiting a larger, more diverse

sample and exploring the perceptual outcomes of LGBTQ

students’ socialization in different contexts.

Chapter 2

LITERATURE REVIEW
 Goodenow (1993) defined sense of belonging as

‘students’ sense of being accepted, valued, and included, and

accepted by others.” The existing study of Hinton et. Al (2021)

explored the relationship between identity centrality of LGBTQ

and psychosocial outcomes. In this paper, they have used

comprehensive systematic and meta-analytic literature review

from the past studies of different identity centrality defined by

previous research (e.g. Leach et. Al., 2008; Stryker & Serpe,

1994).

The paper centralized on the importance of the role of

LGBTQ identity centrality and identify crucial gaps in the

literature that should be addressed. The result showed that

greater levels of LGBTQ centrality relate to more positive

identity-relations.

III. METHODOLOGY

A. RESEARCH DESIGN
 The study employs a quantitative research design based

on a survey approach to evaluate the perceptual consequences

of socialization among LGBTQ students. The study will examine

students’ perception of self-acceptance, discrimination, and

socialization experiences. With a sectional survey design, data

will be gathered from a sample of 41 students from random

grades to ensure an extensive and representative group of

participants. The information will be examined using descriptive

statistics and correlation analysis to determine the relationship

between demographic variables, social acceptance, and

outcomes of socialization.

B. ANALYSIS OF DATA

Descriptive statistics:

Frequency distributions, percentages, and measures of central

tendency (mean, median, mode) will be used to summarize the

demographic attributes of the sample and responses to

individual items on the Likert-scale survey questions.

Based on the survey, we have found out that in section 1, which

asks about social acceptance and peer interactions, students

mostly agree, and there are 51.22% of students who are neutral

about having a safe space in sharing their identity. In section 2,

almost 50% of the respondents are neutral in the case of

support from school, with the highest 58.54% for a supportive

environment in school and 48.78% on the other questions. In

section 3, about challenges and discrimination among LGBT

students, there are 58.34% of respondents who are neutral in

identifying stereotypes in LGBTQ. Also, there are 29.27% of

respondents who agree and disagree with the idea of

judgement in friendship. Furthermore, section 4 discusses that

43.41% of respondents can openly introduce their LGBTQ

friends to their families. Additionally, there are 44% who agreed

that they are open with their gender to their family and friends.

(In this we have also found out that lesbians have higher

acceptability in families while bisexuals.)

IV. DISCUSSION

In the study of Hinton et. Al 2020, they investigated the

relationship between identity centrality and psychosocial

outcomes via a comprehensive systematic and meta-analytic

literature review. And therefore, having found out greater level

of centrality relates to more positive identity-relevant

affirmations, but also greater prejudice/discrimination

perceptions and experiences.

Meanwhile, in our study, we have found out that in school

settings, students are in a neutral stage in terms of acceptance

from the society. The study also highlighted the ongoing

stereotypes in gender, thus suggesting that openness and

acceptance should be valued. Consequently, as time

progresses, the percentage of acceptance in family members

who are part of the LGBTQ has improved, which the survey

also proved. We have also found out that only 46.34% disagree
with being excluded because of gender identity, thus seeing

that there are still set boundaries between different genders.

V. CONCLUSION

In conclusion, this study is not just mere numbers of answers. It

shows how the LGBTQ look at their social experiences, like the

challenges they faced and stereotypes and neutrality in

discrimination and pressure in hiding. The researchers are glad

to have found that there is a greater amount of LGBTQ

students who are accepted rather than not.

The researchers identified gaps in the study, like if there are

better ways to come up with the results or other methods that

are easier and more reliable, which are encouraged. Also, the

study aims to be an eye-opener to what really is happening to

our society, thus highlighting the significance of inclusive

settings that promote the social integration and mental health of

LGBTQ students.
 A. SUMMARY OF FINDINGS

The study has found out that students mostly agree, and there

are 51.22% LGBTQ students who are neutral about having a

safe space in sharing their identity. Almost 50% of the

respondents are neutral in the case of support from school, with

the highest 58.54% for a supportive environment in school and

48.78% on the other questions. Additionally, there are 58.34%

of respondents who are neutral in identifying stereotypes in

LGBTQ. Also, there are 29.27% of respondents who agree and

disagree with the idea of judgement in friendship. Also, 43.41%

of respondents can openly introduce their LGBTQ friends to

their families, and there are 44% who agreed that they are open

with their gender to their family and friends.

B. RESTATEMENT OF RESEARCH QUESTIONS

HYPOTHESIS
 We observed that students' comfort levels with expressing

their LGBTQ+ identification vary, based on what we did. While

some students are comfortable talking about their identities,

others are reticent or hesitant to do so. Sometimes, out of

dread of being judged, kids will even decide to lie about who

they are. We also found that some students come from

supportive families who openly welcome LGBTQ+ people, while

others are hesitant to acknowledge or introduce their LGBTQ+

acquaintances. Some face hesitation and dread, while others

have their families' complete support. Regarding socializing, our

results also show that LGBTQ+ students have different

experiences. There is freedom of expression for many in the

community and at school.

C. RECOMMENDATION

Because our subject matter is highly sensitive, in addition to

the fact that it is among students in our institution, we

researchers have suggested that prior to conducting our survey,

we should seek permission or consent from LGBT students to

respond to the survey. By doing so we can gain our

respondents' trust, and we can make sure that they do not feel

any kind of discomfort in responding to the questionnaire.

Another suggestion is that we could also increase the sample

size and scope, encompassing a wider and larger population of

LGBTQ+ students in other institutions. Through this suggestion,

we can widen our information regarding LGBT students

perceptions amongst themselves and how it influences their

socialization amongst other individuals in various schools.