黑料吃瓜网

Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 23 no. 7 (2024)

Navigating Struggles and Successes: Lived Experiences of LGBTQIA+ Students

Ara Ceryll Francisco | Francine Faith Mixto | Precious Eljay Miranda | Jude Cyrus聽 Dela Cruz | Shandeen Gerard聽 Cleofe | Princess Josefina Digma | Ray Ann San Juan | Jeanne Paul Raymundo

Discipline: psychology (non-specific)

 

Abstract:

In education, the stories of LGBTQIA+ students are one of the most powerful tales of hardship. It uncovers a wide range of experiences, much like opening a box full of obstacles and successes. This study primarily aimed to delve into and provide a comprehensive understanding of the struggles and successes of LGBTQIA+ students at Morong National High School. The researchers used self-reported data from in-depth semi-structured interviews involving 20 students, five per grade level, from Grades 7 to 10 as the main instrument and were interpreted using Interpretative Phenomenological Analysis (IPA) to identify patterns or themes within the qualitative data. The student-respondents were selected through purposive sampling ensuring representation from diverse backgrounds. As the respondents shared their stories, the researchers found that some LGBTQIA+ students experience gradual teasing from their fellow learners. Even though they faced such challenges, they succeeded in breaking stereotypes and excelled academically. They also demonstrated their skills and abilities in sports, leadership, and other extracurricular pursuits. As a coping mechanism, the respondents mentioned that they seek support from friends and other support groups. Their hobbies and engagement in various activities help divert their attention from gender-based discrimination. Therefore, the results indicate that we need to work together in schools and communities to make everyone feel included. This research tells us that we must create safe places for LGBTQIA+ students so they don't face discrimination or bullying. Schools should let students talk about their experiences and feel like they belong. If schools show understanding and help with education, they can help LGBTQIA+ students do well.



References:

  1. Adeyemo, K. S. (2020). Filipino University Students’ Attitude Toward Sexual Minorities: Implications for International Students in  Transition. Journal of International Students, 10(1), 203–219.
  2. Alase, A. (2017). The Interpretative Phenomenological Analysis (IPA): A Guide to a Good Qualitative Research Approach.  International Journal of Education & Literacy Studies, 5(2).
  3. Albright, N. (2023). LGBTQIA2S+ Well-Being within Academic Communities: The State of the Science. Building Healthy Academic  Communities Journal. 7(1). 11-16.
  4. American Psychological Association. (2015). Key Terms and Concepts in Understanding Gender Diversity and Sexual Orientation  Among Students. Division 16: School Psychology) and Division 44: Society for the Psychological Study of Lesbian, Gay, Bisexual  and TransgenderIssues.
  5. Angelo, P. J., & Bocci, D. (2021). The Changing Landscape of Global LGBTQ+ Rights. Council on Foreign Relations. 
  6. Briones, J. (2022). Rainbow Guerrillas: Gay and Lesbian Narratives inside the Revolutionary Movement in Mindanao. Kritika Kultura. 
  7. Byrne, D. (2021). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality and Quantity,56(3),1391– 1412.
  8. Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling:  complex or simple? Research case examples. Journal of research in nursing: JRN, 25(8), 652–661. 
  9. Chan A. S. W., Wu D., Lo I. P. Y. , Ho J. M. C., & Yan E. (2022) Diversity and Inclusion: Impacts on Psychological Wellbeing Among  Lesbian, Gay, Bisexual, Transgender, and Queer Communities. Frontiers in Pychology. 
  10. Craig, S. L., Austin, A., Rashidi, M., & Adams, M. (2017). Fighting for survival: The experiences of lesbian, gay, bisexual, transgender,  and questioning students in religious colleges and universities. Journal of Gay & Lesbian Social Services, 29(1), 1–24. 
  11. Convocar, J. L., & Pios M. L. (2019). Students’ sexual Orientations, Self-Esteem, and problems, 36(1), 58-75. https://www.researchgate.net/publication/333335108_Students'_Sexual_Orientations_ Self-Esteem_and_Problems
  12. del Rio, E., Krist, P., McLaughlin, C., Yang, L. (2016). Study of Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) StudentExperience.
  13. de Santos, J. (2017). LGBT students face bullying, discriminatory policies in schools. Philstar. 
  14. Ecker, J. (2013). Queers in the Classroom: The role of sexual Identity in the academic experiences of gay male graduate students.  Interdisciplinary Student Journal of Health Sciences, 3(2), 19.
  15. Ersela, E. (2019). Chapter III: Research Methodology. Repository Universitas Muhammadiyah Kotabumi. 
  16. Espinol, S. M. T., Maranan, C. R. M., Manalo, R. M. Q., & Marcelo, R. (2021, October 13). Lived Experiences of Gay and Lesbian  Adolescents on their Way to Achieving Self-actualization: Basis for the Development of U-Bahaghari: A University-Based LGBT  Advocacy Program. Espinol | International Journal of Humanities and Social Sciences. 
  17. Goodrich, K. M., Kingsley, K. V., Levia, C. L., & Daugherty, D. A. (2016). The lived experiences of LGBTQQIAA advocates in  education. ˜the qTeacher Educator/Teacher Educator, 51(3), 211–229.
  18. Hernandez, F., & Fraynd, D. J. (2014). Leadership’s Role in Inclusive LGBTQ-Supportive Schools. Theory Into Practice, 53(2), 115– 122.
  19. Hill, R. L., Nguyen, D. J., Kilgo, C. A., Lange, A. C., Shea, H. D., Renn, K. A., & Woodford, M. R. (2021). How LGBTQ+ Students  Thrive in College. Journal of Student Affairs Research and Practice, 58(3), 267–281.
  20. Human Rights Watch. (2017). “Just Let Us Be” Discrimination Against LGBT Students in the Philippines.
  21. Hutcheson, V. H., & Tieso, C. L. (2014). Social coping of gifted and LGBTQ adolescents. Ho, L. (2023, August 30). What is Phenomenological Research Design? — Delve. Delve.
  22. International Organization for Migration. (2020). SOGIESC Full Glossary of Terms. United Nations. y-of-Terms.pdf
  23. Jia, R. M., Du, J. T., & Zhao, Y. (2023). Interaction with peers online: LGBTQIA+ individuals’ information seeking and meaning鈥� making during the life transitions of identity construction. Journal of the Association for Information Science and Technology, 75(1), 24–42.
  24. JPAIR Multidisciplinary Research. (2019). Students’ Sexual Orientations, Self-Esteem, and Problems, 36(1), 58-75. 
  25. Khudoyberganova, M. A. q. (2023). Queering the academy. 243-253.  SWrSF2xgVBwYBX1jJByM
  26. Kosciw, J. G., & Cullen, M. K. (2002). The GLSEN 2001 National School Climate Survey: The School-Related Experiences of our  Nation’s Lesbian, Gay, Bisexual and Transgender Youth.  LvkrN7QFBqtEyGMT5mlvW1Ddu0
  27. Kurup, L., He, H. G., Wang, X., Wang, W., & Shorey, S. (2017). A descriptive qualitative study of perceptions of parents on their  child’s vaccination. Journal of clinical nursing, 26(23-24), 4857–4867.
  28. Lee, C. (2021). Promoting diversity in university leadership: the argument for LGBTQ+ specific leadership programmes in higher  education. Perspectives: Policy and Practice in Higher Education, 25(3), 91–99.
  29. Lucassen M. F. G., Núñez-García A., Rimes K. A. , Wallace L. M., Brown K. E., Samra R. (2022). Coping Strategies to Enhance the  Mental Wellbeing of Sexual and Gender Minority Youths: A Scoping Review. International Journal of Environmental Research and  Public Health. 19(14):8738.
  30. Magna Carta of Women. (2009). Republic Act 9710 or the Magna Carta of Women Act of 2009. Official Gazette of the Republic of the Philippines. . pdf
  31. Matthyse, G. (2017). “Heteronormative Higher Education: Challenging This Status Quo through LGBTIQ Awareness-Raising”. South  African Journal of Higher Education 31 (4), 112-26. .
  32. McCormack, M. (2012). The Declining Significance of HomophobiaHow Teenage Boys are Redefining Masculinity and Heterosexuality.
  33. McCormick, J. (2023). Factors for LGBT College Students That Predict Academic Success. Walden Dissertations and Doctoral Studies. ations
  34. Nadal, K. L., & Corpus, M. J. H. (2013). “Tomboys” and “baklas”: Experiences of lesbian and gay Filipino Americans. Asian American  Journal of Psychology, 4(3), 166–175.
  35. Official Gazette of the Republic of the Philippines. (1987). The Constitution of the Republic of the Philippines.
  36. Panela, T. L. (2023). Fifty Shades of Gay: Exploring Multiple Experience of Gay Students. International Journal of Teacher Education and Teaching, 3 (1). pp. 37-3
  37. Pitcher, E. N., Camacho, T. P., Renn, K. A., & Woodford, M. R. (2018). Affirming policies, programs, and supportive services: Using  an organizational perspective to understand LGBTQ+ college student success. Journal of Diversity in Higher Education, 11(2), 117– 132.
  38. Reinert, L. J., & Yakaboski, T. (2017). Being out Matters for Lesbian Faculty: Personal Identities Influence Professional Experiences.  NASPA Journal 黑料吃瓜网 Women in Higher Education, 10(3), 319–336.
  39. Renn, K. A. (2020). Success for LGBT College and University Students. In: Crimmins, G. (eds) Strategies for Supporting Inclusion  and Diversity in the Academy. Palgrave Macmillan, Cham.
  40. Renn, K. A. (2022). Success for LGBT College and University Students. Springer eBooks.
  41. Respicio, H. (2023). Anti-Discrimination Philippines. Respicio& Co. Law Firm.  
  42. Roe, S. L. (2015). Examining the role of peer relationships in the lives of gay and bisexual adolescents. Children & Schools, 37(2),  117–124.
  43. Safe Spaces Act. (2018). Republic Act 11313: Safe Spaces Act (Bawal Bastos Law). Official Gazette of the Republic of the Philippines.  . pdf
  44. Standford University. (2021). LGBTQIA+ community at Stanford University. Stanford Libraries. 
  45. Steck, A. K., & Perry, D. (2018). Challenging Heteronormativity: Creating a Safe and Inclusive Environment for LGBTQ Students.  Journal of School Violence, 17(2), 227–243.
  46. Tang, X., & Poudel, A. N. (2018). Exploring challenges and problems faced by LGBT students in Philippines: A qualitative study.  Journal of Public Health Policy and Planning. lgbt-students-in-philippines-a-qualitative-study-10855.html
  47. The Green Party. (n.d.). LGBTIQA+ What Does It Stand For?
  48. United Nations. (2019). The inclusion of LGBT people in education settings of paramount importance to “leaving no one behind.”  United Nations Human Rights Office of the High Commissioner.
  49. University of San Diego. (2015). LGBT Student Success Study.
  50. Vespone, B. M. (2016). Integrating Identities: Facilitating a Support Group for LGBTQ Students on a Christian College Campus. Christian Higher Education, 15(4), 215–229.
  51. Weekley, T. (2017). Transgender Inclusion in Higher Education: An Examination of Perceived Inclusion and Personal Wellbeing on  Four College Campuses. Undergraduate Research Journal, 21(1).
  52. Woodford, M. R., & Kulick, A. (2014). Academic and social integration on campus among sexual Minority students: the impacts of  psychological and experiential campus climate. American Journal of Community Psychology, 55(1–2), 13–24. 

Tools


Copyright © 2025   黑料吃瓜网