Chapter 1

BACKGROUND OF THE STUDY

Our previous research about the attitudes of 315 grade ten students in a Bacolod City
public school on different sexual issues revealed a general disagreement on the notion of
premarital sex, extramarital relations, same sex relations, cohabitation and marriage, and
abortion. However, they showed a general agreement to the use of contraceptives. The result of
such study displayed an interesting perspective in light of the influence of modern society
towards the attitude of many adolescents. Nevertheless, the researchers found it imperative to
delve deeper into the dynamics of same-sex relationship as perceived by the students due to the
imperative need as implicated by the growing number of HIV cases in the city with males having
sex with males as the dominant contributor to this epidemic. As of February 2015, Bacolod city
is considered as one of the high prevalence cities for HIV according to Department of Health.
Shocking statistics like this prompts alert investigation from clinicians and social researchers in
order to comprehend the rapid rate of spread among the Filipino population. Consequently, this
breaking news catapulted our interests in the investigation of same-sex relationship as viewed by
young adolescents. Results of the same study showed a general agreement on the issue of samesex relationship as indicated by the lesbian, bisexual, gay, and pansexual groups. Even though
the students generally disagreed towards same-sex relationship, the mean attitude level was 2.24
which indicated a slightly significant proportion of the population that showed to agree with the
sexual issue. Apparently, the human quality of naivety increasingly becomes a scarcity; and even
an oddity in todays youth as more and more minors grow more knowledgeable about the
different activities and engagements that were originally considered a social taboo. It seems that

the youths present mindset can be predisposed by a complex mix of a number of external and
internal variables that were lacking in the past. Family upbringing, the media, peers and other
social factors may be inclusive of the said variables. One sensitive and major component of the
youths mindset is the knowledge and stand about the perennial social issues. It is also a fact that
certain esteemed individuals of older generations give particular concern to evaluate the mindsets
of the youth today as the new successors of society as they try to attempt to improve on their
minds in making them socially-responsible people when the time comes. This truth can be
associated to what the late Jose Rizal has quoted: The youth is the hope of our future. Hence, it
our aim to unravel the psychosocial meaning and implication of same-sex relationship as it is
seen, understood, and experienced by the grade 10 students.

Statement of the Problem

The general idea of deciphering the postmodern psychosocial meaning and implication of
same-sex relationship is a complex and labyrinthine pathway of concept. Psychosocial meaning
in itself is too wide of a subject to encompass. The implications on the other hand span an entire
horizon of ideas that has no definite end. However, in this research, we desired to simplify it in
one general question: What is same-sex relationship as recognized by the grade 10 students? This
main inquiry is further guided by the following questions below.
1. What is the general understanding of the students regarding the issue of same-sex
relationship?
2. What is the source or means of origin of the said understanding?
3. What are the experiences of the respondents with regards to the sexual issue?
4. What is their stand towards it?

Definition of Terms
We would like to define a few terms in order to provide further elucidation regarding the
research:

Bisexual
According to the American Psychological Association, a bisexual is one experiencing
romantic attraction, sexual attraction or sexual behavior toward both males and females.
In this study, a bisexual is any person intimately attracted to both males and females.

Gay
According to Merriam-Webster (2015), a person considered gay is one who is attracted to
another of the same sex.
In this study, gay refers to a male homosexual or a man who is attracted to another man.

Gender identity
According to the online website, Human Rights Campaign (2015), gender identity is defined as
an individuals inner perception of self as male, female, both or neither. Gender identity can be
the same or different from the assigned sex at birth.
In this study, gender identity describes the participants as being male, female, gay, lesbian,
bisexual, transexual, pansexual or questioning.

Lesbian
According to the National Academies Press, a lesbian is a female who experiences
romantic love or sexual attraction to other females.
In this study, same definition with the aforementioned is applied.

Pansexual
According to Cavendish (2010), pansexual or pansexuality refers to a sexual attraction,
romantic love, or emotional attraction toward people of any sex or gender identity.
In this study, same definition with the aforementioned is applied in this study.

Significance of the study

We found this research very timely considering the recent rise in sexually transmitted
infections (STI), especially that of HIV which has males having sex with males as the highest
contributor for the disease. Taking the science of HIV infection alone and its spread is but the
work of epidemiologists and clinicians working in laboratories and hospitals. This kind of
approach is a direct hit to the problem if it was just seen as a pathology of imminent threat. But
we as a group of learning medical students wanted to take it down to its roots from another
paradigm. HIV and other STIs are indeed diseases of the human body but one should take time to
consider the idea of a social impetus for its spread. In the recent statistics of the Department of
Health, sexual intercourse is the main mode of transmission. With that, one may ask to know the
drive for such habit. And to further wedge the problem, what is that string of foundation that
draws men to have sex with men? Following this trail of inquiries and facts led us to that impulse
of understanding same-sex relationship. With the recent trend of same-sex marriage legalization

in the United States, many Filipinos of the third sex are promoting the hype of also legalizing it
in our native soil. Thus, it doesnt take a genius to decipher the fact that a major proportion of the
population is into same-sex relationships. Hence, the aforementioned circumstances have drawn
us to initiate this in-depth analysis of the behavior of sexually curious adolescents with regards to
the idea of same-sex relationship. The study may be of benefit to the general awareness
regarding the attitudes of the youth on same-sex relationship and it may give light as to the
current nature of our young population. The disease in itself is not just a science limited in the
laboratory. It is also a complex web of human behavior and habit that must be understood. In
addition, the study may give contribution to the obligations and responsibilities of the following
groups and sectors:

Students, understanding the reason behind the knowledge and application of the different
sexual attitudes may point out to the source of their insight and the influences that may have
molded them to have such ideals. This study may serve as an in depth source to comprehend
different trends that affect students pertaining to their sexual attitudes.

Teachers, having the gift to inspire, to share their knowledge and to serve as role models
to their students, this study may serve as a guide to understand the reasons for the sexual
attitudes of their students. This may aid them in building an approach to guide their students and
correct with whatever misconception there is pertaining to the beliefs of students regarding
marriage, sex and procreation.

Parents, having the primary role in upbringing their children to the best they could and

foster values that may be applied by their children as they grow and mature. This study may help
parents see the value of guidance and the parent's role of explaining to their children the right
attitude of viewing sex not as what was perceived by their children before. This study may foster
and empower the role of parents to be active in the sex education of their children as they reach
the age of puberty and start to become curious what sex is really all about.

Educational Institutions, especially grade schools and high schools, that they may be
made more aware of the different sexual trends as well as the general sexual beliefs and attitudes
of the youth today toward different sexual issues. With newfound awareness, new curricula
offering adequate education of the youth on correct notions about sexual issues may be
developed.

Medical Community, which they may see sexual beliefs or attitudes toward sexual issues
of people as possible major causes of todays problem of the rise and rampancy of sexually
transmitted diseases. They may consider coordinating with the teaching sector in educating the
public about proper sexual issues and reiterating and emphasizing the danger that may arise in
practicing sexual issues that are medically inappropriate.

Future researchers with identical interests as the original researchers may reproduce the
study which may serve as basis to further explore sexual attitudes of the youth. This may give
them the idea about the different questions they should ask even beyond the scope of this study.

Scope and Limitations of the Study

The study is about exploring the postmodern perspectives of grade ten students toward
the issue of same-sex relationship. Hence, the study is only limited to the selected grade ten
students of Domingo Lacson National High School. The interview method will be used to further
evaluate the attitudes on the sexual issue in terms of cultural, social, psychological, and
behavioral aspects. Furthermore, all questions to be asked are only limited to the topics of samesex relationship. The study period is from the month of November 2015 to March 2016.

Chapter 2

LITERATURE OF PARADIGM UNDERPINNINGS

The course of understanding the nature of sex, the growing adolescent and the modern
expanse of same-sex relationship takes us into the various disciplines of sociology and
biopsychology. Trying to discuss them in their true substance will be like a journey into the abyss
of the human mind which is of course infinitely expanding by the minute. So as to narrow such
extensive search for knowledge, we found it relevant to view this in the contemporary setting
with little but salient touch of history.

Sex and Adolescence

We briefly tackle the concepts of sex and its branches of influence in the stage of
adolescence. It is known that the adolescent stage is a developmental milestone wherein sexual
behaviors are developing and become established. It is the epitome period of being sexually
attracted and curious where impulse governs most of the decisions and any knowledge about the
consequences is null or overlooked. In the book of Pediatrics by Nelson, the typical adolescent is
described as someone who displays the behavior of imaginary audience, pseudostupidity,
personal fable, and on-stage phenomenon. Imaginary audience is the behavior of an adolescent
whereby whatever actions, decisions or beliefs he or she possesses, it must also hold true with
other people. This is quite dangerous especially if it comes to terms with the idea of peer
pressure in a group; and having sex as a subject for peer pressure is nothing new in this aspect.
However, we see peer pressure as a minor factor in the general significance of understanding
same-sex relationship. Hence, it is not further discussed in this study. But peer pressure aside, the
adolescent may also commit the behavior of pseudostupidity where the adolescent has the

knowledge of his immediate needs and problems but is unable to prioritize and effectively deal
with each one. This is one major factor for adolescents to make bad decisions every now and
then. Adolescents also tend to think that the world is watching their every move which is
genuinely characterized by the concept of on-stage phenomenon. Although it has a minor impact
on the course of same-sex relationship, this type of behavior opens the individual to insecurities
and untoward anxiety which propels the greatest problem encountered in this developmental
stage, depression. But if we look into the problem of STIs and reckless decision-making, we
believe that the final behavior of personal fable plays the most significant explanation as to the
relationship between the social crisis of HIV and adolescence. Personal fable is the behavior of a
person where the individual deems himself immune to the consequences of risky choices. This
type of attitude is very dangerous especially when done by an uninformed or misinformed
individual. The curiosity for sex and the pleasures it can give may just catapult the person into a
haven of teething troubles which is predominantly the occurrence of STIs. Though, such troubles
may also include equally complex issues such as teenage pregnancy, family difficulty,
psychological concerns and ultimately poverty. Considering all these ramifications, one can
wonder, what if such adolescent is into same-sex relationship or homosexuality. What then is the
factorial effect of such pressing blend of raging hormones and the unique attraction to the same
sex? One can assume a lot of things but we see this as the major player in the development of
HIV epidemic in the country.
Our previous study tried to unmask the various attitudes of grade 10 students towards
certain sexual issues, putting in mind that maybe it could explain the growing number of cases of
STIs in the country. But in the study of De Jose (2013), the researcher sought another perspective
in attempting to explicate such problem in the society. He described sexual attitudes and

10

behaviors of students at the University of the Philippines ages ranging from 15 to 24 years old.
Results of such study revealed that gender, sexual preference, age, school allowance, monthly
family income and attitude towards sex have a significant correlation with sexual behavior.
Results also showed that more than half of the respondents agreed that sex is sacred and should
only be enjoyed by married couples. Higher disagreements were reported on premarital sex,
pornography, cohabitation before or without marriage, same-sex relationship, petting and female
masturbation although male masturbation, kissing, necking and holding hands were found to be
acceptable to a certain degree in the course of the study. The study of De Jose and ours do
correlate in most of the items especially in the idea that the Philippines is still adamant in its
conservative and Catholicism-rooted beliefs. Although liberal ideas are increasing especially in
the department of contraception as endorsed and intensified by the Health sector of the
government through the decades, the general population still disagrees on a lot of sensitive
matters which include premarital sex, same-sex relationship and abortion. Our foreign neighbors
may have a significant deviation in their belief system from our own and it is definitely
influencing the young minds of our great nation but, we see a firm and well-grounded country of
pious men and women honoring the dogma of Catholicism and Christianity.

Same-Sex Relationship: The Issue

It is stated above that adolescents face a lot of emotional and psychological issues which
may concur further problems if handled incorrectly as they progress through the stage. Specific
behavioral patterns were also mentioned that could contribute into the accumulating danger of
such developmental phase. But of note, it is also in this stage that homosexuality may come to
blossom and bear fruit in character and behavior. Based on an article by McLeod (2008) and the

11

comprehensive book of Psychiatry by Kaplan and Sadock, it is in this stage where Erik Erikson
described in his Psychosocial Theory of Development that youngsters experience the conflict of
Identity vs. Role Confusion. It is described to have two specific identity types: the occupational
and the sexual. Usually in the course of development, the individual begins to possess the idea of
being gay, lesbian or other gender identities at the age of 3 years old. However, full realization of
such gender identity is accomplished after succeeding the stage of role confusion during
adolescence. They begin to experiment on both sexual and occupational roles until they
eventually pick out the role which they see fit and suited for them. Although there are a lot of
biological theories about the development of homosexuality, we believe that the psychological
groundwork plays the pivotal role taking into account the abundant influence of societal norms
and conduct.
Psychoanalysts like Sigmund Freud also tried to explain the possible origins of
homosexuality. Sigmund Freud saw homosexuality as a representation of stunted individual
psychosexual development which led to his perspective that it is an inferior sexuality in a mature
adult. Nevertheless, he never considered homosexuals as pathological products of degeneration
of psychology or physiology. Rather, he saw homosexuals to be of normal psychological
functioning and he may have associated them with elevated capacities and superior psychic and
moral qualities.
But beyond the what of same-sex relationship is the how of homosexuality. Amidst
the emotional build-up of being in-love with another of the same sex is the physical aspect of
actualizing that love. In heterosexual norm, it involves the man and the woman performing coitus
as the highest form of marital or romantic communication. In the homosexual realm, it involves a
diversity of practices considering the incompatibility of reproductive organs. According to Facts

12

About Youth, mouth-anal contact is the reason for the relatively high incidence of diseases
caused by bowel pathogens in male homosexuals and that male homosexual behavior is not
simply either active or passive, since penile-anal, mouth-penile, and hand-anal sexual contact is
usual for both partners, and mouth-anal contact is not infrequent. Such consequences of
homosexual activity have significantly altered the delivery of medical care to the population at
large since AIDS spending per patient is more than seven times that for cancer. With such diverse
mechanisms of actually making love, disease transmission is compounded several times than
normal. Although several accounts by homosexuals claim that their means of making love is
more pleasurable at arriving to an orgasm, these type of practices lead to the rapid rise of STIs
especially that of HIV; because technically, the rectal epithelium wasnt made for copulatory
friction leading to frequent abrasive injuries that become conducive passageways for the
infectious agents to penetrate.

Same-Sex Relationship beyond the Philippine Archipelago

From all I did and all I said

let no one try to find out who I was.
An obstacle was there that changed the pattern
of my actions and the manner of my life.
An obstacle was often there
to stop me when Id begin to speak.
From my most unnoticed actions,
my most veiled writing-

13

from these alone will I be understood.

But maybe it isnt worth so much concern,
so much effort to discover who I really am.
Later, in a more perfect society,
someone else made just like me
is certain to appear and act freely.
-Hidden Things by Cavafy, Constantine

The poem above symbolized the long history of homosexuality around the globe. Before,
it was considered a taboo across many cultures. Now, homosexuals are coming out as free and
dignified citizens that have equal rights and privileges. They are not easily pawned to
discrimination nowadays. Religion is not in the equation anymore. Perhaps, the current society is
now the so-called perfect society by Cavafy. But then again, nothing is perfect. However, in the
land of the free and the brave, more and more lesbians, gays, bisexuals and transsexuals are
enjoying the right to same-sex marriage. According to the UC Berkeley News in 2004, same-sex
relationship found the stronghold to legalize and turn it into same-sex marriage because of the
following reasons: First is that they learn to accept that these people (LGBT) presently exist in
the society therefore; people should start accepting their existence. Second may come into the
liberal state of the person wherein as far as law is concerned, religion should not play any part.
Third is due the reason that the relationship of other people is not part of their business and lastly
is the rationalization of people towards equal rights wherein everyone should get the same rights
as long as they dont violate or hurt anyone. After a decade of campaigning and lobbying in the
US legislature, many states have now legalized same-sex marriage and even more people are

14

supporting the claim.

According to the Pew Research Center (2015), 5 key facts about same sex marriage exist
and that includes the following reasons: It is of note to mention that there has been a dramatic
shift on the attitudes of Americans about same sex marriage wherein 73% of the Millennials,
65% of the Democrats and 85% of people with no religious affiliations favor same sex marriage.
This led to the increase support for same sex marriage rising from 37% in 2009 to 57% in May
2015. It also goes to the fact that nearly three quarters (72%) of Americans including half of
those who oppose gay marriage said they eventually saw legal recognition of same-sex marriages
as inevitable. An article from the Voice Of America (2015) presented the notion that the U.S.
supreme court ruling in favor of same sex marriages has no legal force outside the United States
but gay right activists in many parts of the world believe the court ruling will help their cause
especially in countries like Australia, India and the Philippines. It was stated that in the
Philippines, the activists that seek to win legal recognition for same-sex marriages believe the
U.S. ruling will be useful, particularly since the country's legal setup is largely based on the U.S.
system as said by Sylvia Estrada Claudio, a gender rights advocate and professor at the
University of the Philippines.
Currently, apart from the United States, same-sex marriage is legal in 21 other countries
which include many European countries, Canada, Brazil, and South Africa. On the other hand,
some countries still have a negative view on same-sex relations. In relation, Boxill, Martin,
Russell, Waller, Meikle, and Mitchell in their 2011 survey of Jamaicans towards same sex
relationships pointed out that both men and women exhibit strong negative views towards
homosexuality and males tended to be more vocal than females in their opposition to

15

homosexuality. Also according to the study persons who have university education are more
likely to exhibit tolerance towards homosexuals/homosexuality than non-university educated
persons. Interestingly, those who say that they mostly listen to dancehall and reggae are more
likely to have negative views towards homosexuality than others who mostly listen to other types
of music. They also found out that persons of lower socio-economic statuses are more likely to
have negative attitudes towards homosexuality.

Same-Sex Relationship within the Filipino Catholic Nation

According to a study conducted by the Philippine Journal of Psychology in 2011 lesbian,
gay, bisexual and transgender (LGBT) Filipinos continuously experience stigma, prejudice and
discrimination in Philippine society. This stigma is manifested in actions such as: teasing,
bullying and harassment of LGBT children and adolescents in families, schools and
communities; media portrayal of LGBTs as frivolous, untrustworthy and even dangerous or
predatory; denying transgender Filipinos entry into commercial establishments; pigeonholing
LGBT Filipinos into particularly limited roles and occupations; or curtailing their rights to
participate in the political sphere. Although many LGBTs learn to cope with this social stigma,
these experiences can cause serious psychological distress, including immediate consequences
such as fear, sadness, alienation, anger and internalized stigma (Hatzenbuehler, 2009). Having
said this, decades of scientific research have led mental health professional organizations
worldwide to conclude that gay, lesbian and bisexual gender orientations are normal variants of
sexuality. These include: The American Psychiatric Association in 1973, the American
Psychological Association in 1975, British Psychological Society, the Colombian Society of

16

Psychology, Psychological Society of South Africa, the Australian Psychological Society, and the
International Network on Lesbian, Gay and Bisexual Concerns and Transgender Issues in
Psychology.
Attitudes of Filipinos toward Lesbians and Gay men had a negative point of view as
presented in the study of Manalastas and Del Pilar (2005). The study used the data from national
surveys conducted by the Social Weather Station in 1996 and 2001. Heterosexism with the belief
that same-sex relationship is wrong or dysfunctional and that these people do not deserve any
civil rights showed that about 28% of Filipinos considered that homosexuals can never be
justified. One out of four Filipinos do not want homosexuals to be their neighbors and that these
beliefs did not change significantly for 5 years (from 1996 to 2001) and were widespread
regardless of gender, socio-economic status, educational attainment or religion.
SWS revealed in a 2014 survey that majority or more than 90 percent of men in the country said
that they never see themselves entering into a same sex relationship.
In Metro Manila, 97 percent of the respondents said that there is no possibility that they will get
into a same sex relationship. Meanwhile, 96 percent in Luzon outside Metro Manila or National Capital
Region (NCR), 95 percent in Mindanao, and 93 percent in Visayas said the same. Another poll conducted
by Laylo Survey in May 2015 showed that 7 out of 10 Filipinos disagree in same-sex marriage and only
14% showed somewhat agree/disagree attitude. In an article written by P.J. De la Cruz in 2015 states that
the Philippines is not a good place to be gay stating reasons such as Pinoys in general just tolerate, not
accept, gays; religious bigotry abounds in this country; Pinoys confuse gay with transgender or viceversa. He also stated that many Filipinos think gay men spread STDs and HIV; the Philippines is a
conservative nation, and conservatives dont like gay people to be gay, and with that they too are obsessed
with what two men or two women do in private.
Even in commercials, any display of homosexuality is a big no no. According to an article by

17
Dela Cruz (2015), two guys showing love for each other is a taboo in the Philippines. The media erasure
of gay romance is offensive. Save My Husbands Loverits a rarity; and the romantic scenes between the
two male protagonists were limited to them sharing sweet glances and caressing each other. Gay kiss is
reserved for low-budget independent films starred by actors who couldnt act to save their lives. Its taboo
in local mainstream programs, unfairly censored by a morally upright local regulatory board whose
child-friendly, family values-inspired cinema infomercial is plain nauseating.
Same-sex marriage is impossible to be legalized in the Philippines, as Speaker Feliciano
Belmonte Jr said. He noted that from the point of view of Filipino culture, its an impossibility for quite
some time. He said he does not see Congress approving a bill allowing same sex marriage because it is
against the Filipinos culture.

The law lives within the culture and not the other way around, Belmonte said. The Catholic Church has
a strong influence on our moral sense of right or wrong, which is in our laws. Our laws have Catholic
influence, which will be a big opposition on same-sex marriage.

18

Chapter 3
RESEARCH DESIGN AND METHODOLOGY

Same-sex relationship in itself is a sensational topic to discuss with varying point of

views from several audiences. With religion as the main driver for setting the standard against its
social approval, many individuals believe that being in a same-sex relationship should be viewed
not within the domains of restrictive faith but within the context of fundamental human rights
and humane open-mindedness. Knowing all of these, we originally found it difficult on how to
grasp the exact meaning and implication as it is being told to us by the respondents. However,
seeing the purpose of the study, we were able to put it into questions that will, more or less,
provide the necessary enlightenment we have been searching for.
The general question in our study asks for that unique perspective a young adolescent has
about same-sex relationship. It is simply stated but quite complex to describe. So with the four
major supporting questions, we wanted to know just what exactly their understanding is about
the issue, how they came about getting acquainted with the topic, what their experiences are as
influenced by the issue, and finally, what their stand is regarding it. Taking into account all of
these questions, we decided that having a qualitative research is the best way to elaborate and
comprehensively elucidate the questions in all its dynamics and facets. And in order to capture
the immediate and deep meaning of their answers, the hermeneutic phenomenological design
was employed. The study is phenomenological because it desires to comprehend the experiences
and understanding of the students as a phenomenon. Phenomenological human science research
desires to understand the form of the human lifeworld as it is lived in day to day situations and
relations. It is also hermeneutic because it attempted to present understandings of these
experiences through interpretation, which are complex and different for each individual (Van

19

Manen, 1990). Data from the students were collected through interview with video and voice
recording for further analysis and checking. Field notes were also taken in order to accurately
describe the entire data collection process. Further guide questions were made to efficiently and
effectively guide the interviewers on how to extract the necessary data. The generic list of the
guide questions follows:

1. What is your understanding about the issue of same-sex relationship?

a. What do you know about same-sex relationship?
b. What composes a same-sex couple?

2. How did you come to know the idea about such sexual issue?
a. Who introduced the idea of this sexual issue to you?
b. When was the first time that you heard about such concept?
c. What was the scenario or situation that led to the exposure of the said issue?
d. Where did all of these occur?
e. How is the sexual issue being shared or talked about in your school, home, and
community?

3. What are your experiences regarding the aforementioned sexual issues?

a. How did you respond upon knowing about this concept?
b. Did you adopt or accept the notion of that sexual issue?
c. If yes, what is the reason behind adopting the proposed idea/notion? And if no, how
come?

20

d. Do you have any personal or shared experience regarding the said issues?
e. After doing the said act, did it affect you positively or negatively?
f. What are the factors or events that made you say that it affected you in a positive or
negative way?
g. What are the attitudes of subjects towards their beliefs about the said issues?

4. What is your stand towards the issue?

a. What are your reasons for having such stand?

Epistemological Orientation of the Study

In light of the novel pressures the current society imposes on the minds of the young and
puerile, it gave birth to several perspectives and even practices that the traditional system finds
unique, sometimes frowned upon, or worse, considered a taboo or a great deviation from the
proper and pristine culture. However, we as researchers do not wish to judge or criticize the
philosophy of many youngsters. Rather, we wish to understand and qualify its postmodern touch
based upon the contemporary theories and principles that govern such discerning and behavior.
Hence, we deem it necessary to apply the concept of postmodernism as the epistemological
approach in understanding the various perspectives of the students.
Postmodernism is a complex concept, and sometimes difficult to define for it can be used
differently in between disciplines, in this postmodern era where multiple viewpoints and diverse
world views have taken over the oppressive authoritarianism and dogmatism that accompanied
the so called truth. This orientation tends to delete norms of behaviour such as heterosexuality
was turned into a norm where all other forms of sexual expression were deviations. (Foucault

21

1979: The History of Sexuality Volume 1) This concept follows philosophical tenets,
collectivism, social subjectivism, anti-realism, and collective egalitarianism. When taken into the
standpoint of homosexuality, same-sex relationships and being gay or lesbian takes the defence
grounded from postmodernism. According to Judith Butler, gender is not simply the natural and
appropriate social expression of a sexed body, but is a fluid identity that is always already in a
state of deferral, never fully what it is at any given juncture in time. Heterosexuality, as a
constructed category of modernity, is fleeting, and its permanence is illusory. It is but one of an
infinite number of sexualities. (Butler, 1999) As such, the aforementioned theories and
concepts of postmodernism were used to analyze and interpret the responses of the interviewees.
Although there is no defined construct or set of criteria to go about in the interpretation, the main
definition of theories and concepts should be sufficient to provide adequate groundwork for
deduction of meanings and implications as postmodern perspectives from their transcripts.

Research Process
Preparing for the interview with the students was the easy part of it all. A research
proposal was initially drafted and checked by our research adviser and an official letter of request
to conduct research was made to be sent to the principal of Domingo Lacson National High
School. We personally brought the letter to the said school. The institution is located in Sta. Clara
Subdivision, Bacolod City. It was about a 5 minute drive from our health science campus. The
University of St. La Salle-College of Medicine and College of Nursing Health Science Campus,
where our classes are held, is situated along the busy Lacson street of Bacolod city, just adjacent
to the Corazon Locsin Montelibano Memorial Regional Hospital. Several modern-designed
establishments line the long stretch of Lacson street which range from various fast food

22

restaurants such as Jollibee to classy hotels like LFisher. Its a long queue of banks, restaurants,
offices and hotels.
We went ahead to visit the Principal and Guidance counselor of the said institution armed
with the letter of permission at hand. One of the group members had been to the school several
times and was very much familiar on how to get there. We rode an Isuzu SUV with seven of us
occupying the vehicle to full capacity. From the Health Science Campus to DLNHS, it was a ten
minute drive along a major stretch of Lacson street passing 12 blocks spanning several banks,
hotels, restaurants, gasoline stations, call center offices and a mall before we turned left to an
access road near Lopues Mandalagan entering Santa Clara subdivision, where the school is
located.
It is positioned along a road just in the middle of two toll gates of the subdivision. The
outside walls of the school are artistically designed with various colors. The school is standing in
a two and a half hectare land with one main building for the principal, faculty room, guidance
office, homeroom office and grade 10 classrooms and five other buildings that constitute the
classrooms, school cafeteria, technology and livelihood center, and the gymnasium. The facade is
bordered by semi-concrete and steel fences with two double-door orange gates with one on each
side. As we entered the school, we cleared our intent and belongings with the security personnel
inside his small office right beside the entrance gate. Beyond the security office, a square
aluminum fenced botanical garden in the middle of a small eco-park in the left side of the school
main building is noticeable. At its periphery to the left spans a hallway with small one-door
beige-painted classrooms along it proceeding to the back of the school with two roofed pathways
connecting to the main building. Beyond the huge Acacia trees in the eco-park is the schools
huge concrete gymnasium with another two-story building right past the green grassy football

23

field just after the gym. We walked a few steps through the driveway just in front of the main
building where a small Gumamela and Santan flower garden is found right in the middle with
four concrete benches in the sides and stone slab pathways intersecting at a tall statue of Jose
Rizal. The main building is of three two-floor divisions overlooking the center garden with the
principals office (in the center building-section), faculty room, guidance office and four of the
grade 10 classrooms in the first floor. Six of the grade ten classrooms are in the second floor
while the remaining five classrooms are in the second building just behind the main office which
is accessible by two pathways one on each side of the center-building section.
We entered the principals office through the bidirectional glass door and got initially
welcomed by the secretary at the reception desk. Overlooking the secretarys long wooden desk
is a huge mirror and just right at the center of the receiving vestibule is a small-scale model of
the school. Announcement bulletin boards are found across the walls and to the right of the
reception desk is a white hallway going to the faculty conference room. Across the desk to the
opposite end is the main brown door of the principal where we, unfortunately, didnt enter as
were requested by the secretary to leave the letter with her since the principal was currently busy.
As everything was formally set, we went back to the health science campus and planned on how
to select the interviewees.

Figure 1. Panoramic view of the school main building.

24

Figure 2. Google Earth view of DLNHS.

It was mid-December 2015 when the letter was passed and approved by the Principal and
officially endorsed to the Guidance Office. We indicated in the letter that the interview be done
within the campus for security purposes and during the Christmas break. We went to the school a
couple of times during our class breaks just to initially ask students who are willing to be
interviewed. Choosing eleven (11) interviewees wasnt quite easy considering the students had

25

classes and some of them werent willing or were shy. Among the several sections around, most
of the students were from section 3 and one from section one. Considering the objectives of the
study, we made sure that there are boys, girls and even just one gay or lesbian in the group.
Inviting the necessary gay or lesbian individual was quite challenging since most of them were
shy to be interviewed. However, we were able to get one of each. Unfortunately, it wasnt that
much of a reliable assessment if they were really gay or lesbian since we only relied upon the
observation of their fellow classmates. We explained to the students that everything is
confidential. A letter to their parents and informed consent were given to the students and
properly oriented on what to do with the documents. Their contact information was taken down
and they were properly instructed that the first wave of interview will be conducted during the
Christmas break. All of them agreed.
When the date of the first wave of interview arrived, we made sure that we had a female
companion to conduct an interview to those female interviewees. This is to avoid any discomfort
or unnecessary hesitation from the students. To do this job, we asked our dear classmate Miss
Frayne Marie Tampus. She is a nursing graduate with extensive experience in rural health
teaching. Hence, we were very confident to have her in our interview. We brought all recording
devices and research materials to the school audio-visual room where the interview was
conducted. That day was also the very day Miss Pia Wurzbach was crowned as Miss Universe
2015. We knew this because we got to watch the live telecast in the school with the security
guards and the janitor. Yes, we got to do this because the students arrived late that day which
gave us several hours to kill. Surprisingly, only three interviewees arrived that day who all
arrived during the afternoon. Amidst the unanimous yes we got before that they were indeed
coming and the relentless texting and calling attempts we made to contact them, only a few came

26

for the interview; three on the first day and one on the second day. We later decided that the rest
of the interviews be conducted during the opening of classes. During the third time, we were able
to interview seven more students in one of the empty classrooms in the school. All in all, we
interviewed 7 females and 4 males for this research who were all grade 10 students from either
sections 3, 4 or 1 and are of 16 to 18 years of age. Field notes were made for each interview with
corresponding video and sound recording.
All interviews were then collated and transcribed with only the first names of the
interviewees coded who are namely, with no particular order, Jenella, Jan Marie, Fruttie, John
Gabriel, Kiefer, Regine, Kayla, Loraine, Mary Michelle, Raymark and Ricky Martin, for
thematic formulation, analysis and interpretation. Similarities across interviews were used to
formulate themes per research question and differences were analyzed further and interpreted
based on existing psychological, behavioral, cognitive, emotional development and
biopsychosocial theories.

Chapter 4
PEELING THROUGH WHAT THEY KNOW

27

Figuring out the multifaceted nature of human behavior is a feat that every man has tried
yet has not succeeded. The entirety of man in itself is an enigma. Not a single theory can
elaborate the infinite possibilities man can potentially accomplish. However, stripping a fiber of
man one simple thought, act or moment of his life at a time just to realize that part of him is
possible. And to understand that realm of behavior with regards to homosexuality, we delve
deeper into the understanding of a growing adolescent just as to what same-sex relationship is for
him.
In this chapter, the first problem question is being answered. What is the general
understanding of the students regarding the issue of same-sex relationship? In this inquiry, the
individual perspective of the each interviewee is examined as to just how they know the issue. A
simple meaning to the idea of same-sex relationship may just be that tacit and brief for some but
the question itself may go deeper into the personality of the individual considering how he
answers it, the choice of words being used, the manner of answering it, and the fund of
information backed upon the concept. Other details may come into light that may shed further
interpretation of their answer which literally creates the theme for such response.
For this question, the following themes were synthesized: My love, my fellow gender
and Same-sex with Benefits.

My Love, My Fellow Gender

This theme was formulated from eight interviewees who all viewed same-sex relationship

28

as just a relationship between two people of the same gender. Their depth of understanding
doesnt differ significantly. In this theme, they see same-sex relationship more of an emotional
encounter where two individuals of the same sex share mutual affection towards each other.
In the Philippine history, tales of males being romantically intimate with another male
(and so with females to another female) are quite rare to find or to substantiate. And if there were
indeed stories, they may have fallen into deaf ears or lost throughout the years for they may have
existed as rumors or typical household hearsays. However, homosexuality in our history, which
was more pronounced in males, was more of cross dressing, effeminacy and gender transitive
behavior. The typical culture then, and maybe until now, tag these individuals as bakla in the
national language which also had connotations as being confused or being a coward. But in our
modern society, these bakla are gaining confidence and rise in number due to the popular
spread of liberal thinking and same-sex marriage legalizations in many foreign countries. As it is
proclaimed and defended in their states, a homosexual is like any other person or human being
capable of love, care, humane actions and affection; and thus, deserving to have the same equal
rights to life and liberty. This argument has made a major impact across all people, not only
homosexual individuals, around the globe; hence, has shaped the perceptions of many about
people involved in a same-sex relationship. Subsequently, that emotional aspect of human
relationship among intimate same-sex couples has been grasped as an understanding of same-sex
relationship; ergo, the aforesaid theme.
Although this interpretation may sound too comprehensive in contrast to the brevity of
answers given by the students, the meaning in itself is accurate to their responses. For instance,
Jenella answered the question with simple words:
Same-sex relationship is like that of a lesbian and a girl together. They are both girls.

29

The same goes for the statement of Jan Marie when asked of the same question:
Girl to girl relationship and boy to boy relationship.
This way of explaining their answer is very similar to five other interviewees except that
of John Gabriel which showed to be more emphatic:
Same sex hmmm it is a desire of an individual to make love with another individual. There
are gay men. And we know that they want to do it with another man. There are also lesbians. And
they also want to do it with another woman. This is because they saw and felt that they are for
their fellow person of the same sex and they want it.
In his statement, John Gabriel mentioned the term make love and not any other phrase
to describe an intimate encounter. He emphasizes the idea of feelings to be intimate with another
person in the same gender and that being in a same-sex relationship is not just a typical choice
one makes but an inner revelation of what they truly desire. But then again, their understanding
about the issue is not limited to this alone. It was just made to a point that the idea of a mutual
relationship bears more weight in their perception than other details they know.
The simple and concise answers of most of the interviewees mentioned above speaks
more of the usual indifference or naivety people have towards the issue. They tend to throw the
topic directly and in a less worded manner. Its either they know and just dont care or
intentionally just dont care thats why they know less. Same-sex relationship is seen as a passing
issue unless they themselves are involved.
On the other hand, the case of John Gabriel entailed a more substantial approach in
attempting to explain the concept of same-sex relationship. It is evident in his statement that he
was taking the time to think and answer the question. He was maybe cautious about the words
that may come out and later be misinterpreted. When he was asked that question, as per field

30

notes, there was a hint of anxiety in his actions as evidenced by his incessant chewing while
stating his response. However, it is clear that he intended to expound the concept in a way that
points reason and situation and not just a direct shot to the definition.

Same-sex with Benefits

The other side of seeing same-sex relationship had this theme which focused on the
physical connotation of homosexuality. Their response was centered upon the idea that same-sex
relationship is just a bodily act of sexual intercourse between two people of the same sex
especially those involving two males. Same-sex relations between males have always held
center-stage in the realm of homosexuality, from the premodern era where it was construed as a
taboo and even punishable among pious Catholic and Christian dogmatists, to the postmodern
era where the intimacy and fleshly sexuality was seen as another type of sexual expression that
transcends equally as a natural along with the typical heterosexual. According to Foucault in his
writing the History of Sexuality, homosexuality originally had this impact of a mere physical
encounter between two males especially during the Greco-Roman and Persian era where men of
high public stature would engage in sexual intercourse with another man either of low or equal
rank. This wasnt seen as a romantic attraction at all but rather just another lustful happenstance.
However, in our current setting, sexual intercourse is seen as an integral element of an intimate
relationship and bears the highest form of romantic communication. This and that of
misperceived affections of love through sex and the mundane lustful desire has propelled coitus
as an imminent entity of the postmodern human behavior that affects not only the homosexual
group, but also the more populous heterosexual community. This in turn has influenced the
understanding of many individuals subsequently making it an evident theme among the

31

responses of the interviewees.

For instance, in the answer of Kiefer, it was brief but stereotyped upon the idea of coitus
as shown below:
Hmmm ahhh same gender having sexual intercourse.
Although slightly different in terms of content of the entire response in terms of the
involvement of same-sex marriage, Raymark stated the act of sex between two males or females
as the primary understanding for same-sex relationship which indicated subsequently:
Two people two people of the same sex like two males having sexand getting married.
On the other hand, Rickys answer was structured in a defensive approach where it is
focused on the negative perspective of male-to-male homosexuality with sex-for-money being
involved. He didnt answer the question directly but rather gave an explanation of how bad some
homosexual individuals are. His response somehow spoke about his stand about the social issue.
Nevertheless, his understanding about it is embedded within his words. His response to the
question was:
Because sir, sometimes a guy who is gay has a bad behavior. He is giving his, for example, his
boyfriend money in exchange for sexual favors. The boyfriend, who is not gay, will just simply
say yes because of the money.

The answers of Raymark and Kiefer showed brevity but a little careful and anxious in
stating it. Both of their field notes indicated mannerisms of anxiety while responding to the first
few questions. However, they pointed out their honesty to the issue that they see it more as but a
matter of sexual encounter. But it should be pointed out that they are not entirely constrained
within this idea. Furthermore, their cautiousness in delivering their response connotes a hint of

32

embarrassment. Nevertheless, such answers imply a significant effect of experience to their

understanding considering its crude nature. The response of Ricky towards the question, in this
regard, holds the greater backbone of experience. Field notes showed him to be a bit nervous
about the interview evidenced by his stuttering and fast talking but portrayed a steady look with a
smile right before answering. Rickys way of finding the words to explain his answer with the
addition of an example in his statement depicts the gross nature of his experience which
intrigued us to delve deeper into the factors that influenced such perception.

Chapter 5
THE SEED OF THOUGHT

The birth of all conceived theories and inventions always come from an elaborate scheme
of interrelated events that spawned and bore roots from that single seed of circumstance or
thought. The individually unique opinions we all have, that manner and sense of fashion we

33

possess, or even that simple choice of making a right or left turn are all brought about by a single
salient entity or event in the persons life. In this chapter, we unraveled the elaborate fabric of
incidents in the interviewees past so as to find out what type of occurrence made the first impulse
of understanding the issue of same-sex relationship. This chapter revolves around the research
question: What is the source or means of origin of their understanding about the aforesaid social
issue?
In our day-to-day encounters with people through almost every means possible nowadays
have shaped more of our values and how we think than we actually know it. With the current
trend of modernization, information flows and is made known to everyone with just a click of a
button. Everything is now so easy to grasp and so fast to acquire. Times are changing radically
and our own culture is bit by bit being diminished or changed anew. A study conducted by Ogena
(1999) showed immense reformations of rationalization among the Filipino youth. The idealist
way of thinking brought about by centuries of cultural and religious influence by the Catholic
Church has now shifted to the pragmatists way of philosophy. In an article by Angela Santos in
the Philippine Star (2008), it was emphasized that the values of todays youth differ very much
from those of the older generations. Todays youth have now been influenced badly by modern
lifestyles, brought about by what they see and learn from movies, cable TV and the Internet.
They are more carefree now and more prone to peer pressure. Because of access to gadgets like
cellphones and CD/DVD players, computers and the internet, they get to hear and see things that
were unknown and never existed before. However, in the recent study by Fonancier (2016), she
noted that most of the Filipino unmarried youth are still conservative in their attitudes toward
homosexuality and premarital sex and still firmly believed upon the teachings of their parents
and Catholic or Christian school teachers. Even in our previous study, grade 10 students from a

34

certain public school in Bacolod city generally showed to disagree in the matters of same-sex
relationship but a certain proportion showed otherwise.
To further and narrow the search for such source or means of origin of their
understanding, the following themes were formulated after going through the responses of the
students: Media Became My Idea, Someone Close to Me Showed Me, What Happened
Around Dumbfound.

Media Became My Idea

This theme explains extensive of influence of media to the minds of the respondents that
even from the very initial exposure or encounter to such social issue, the internet, TV shows,
radio segments and printed reading materials played the major role. According to the study of
Lanuza in the mediatization of the Filipino youth culture, the youngsters of this generation,
rightly or wrongly, are the products of mass media more than genes or school, or least of all, of
the home. Mass media today stands as the most formidable institution to reckon within predicting
the future behavior and attitudes of youth. The impact, however, of mass media on youth culture
must be situated within the larger context of the Philippine social system. Given a country with a
relatively young population, with predominantly traditional values and attitudes, mass media has
to contend with this social milieu. But, considering the typical nature of Filipinos of having that
colonial mentality, liberal ideas permeate more often and far-reaching the awareness of many
people and social changes in the general attitude of many is becoming more and more evident by
the minute. Thus, this theme came to light in elucidating the groundwork of the students
perspective towards same-sex relationship.
Many of the interviewees stated that mass media were one of the first means they got

35

exposed to the idea of same-sex relationship. In the case of Jenella, she describes her meeting
with the issue through browsing the internet:
Hmmm through research in google. First of all, the internet can give more information
especially the ones you are not expecting or looking for that even a five-year-old kid can see.
Jenella emphasizes the fact that information through the internet is now so open that even
a very young child can gain access especially through the easy-search interphase of Google. In
addition, search engines such as Google are just one of the many sites people can use to search or
view information. For instance, social networking sites such as Facebook have made global
changes in connectivity and information sharing that teens are getting into the fad of being an
active online member. In the response of Ricky, this seems to be just the case:
In Facebook sir. There is something I saw sir. A video sir that of a guy being in-love with
another man or a gay. He fell in-love with the gay guy because of his good attitude. He is good.
From sharing music, files, to videos, social networking sites are becoming the trend of
the globalized world. The leading site in this aspect is Facebook with more or less 5 billion
members from all countries around the globe. However, although the internet may have
overtaken the attention of most individuals, other means or media such as through Television
shows and movies have given their fair share in the world market of information sharing. Such is
the case of Kayla who was made aware about the issue through TV local news:
I heard it through the news because I was watching TV. I heard in the news that many foreign
countries allow the marriage of a woman to another woman and man to another man. Through
that I learned about same-sex relationship.
We can indeed say that mass media has shaped and influenced a bigger part of us; but as
our culture of being closely knit as a family and a community, certain influences are also first

36

brought to us by the people close to us. Such is explained in the next theme.

Someone Close to Me Showed Me

In this theme, we explored the scenario of social relationships and direct social influence
as the main driver of exposure to the issue of homosexuality. Specifically, this theme entails the
situation where a person first got hold of the idea and understanding of same-sex relationship
through discussions within the family or close circles among friends or relatives. This became
one of the major themes for it is in our culture, in our core values the attitude of placing our
family in the center of our attention and responsibility; and that, as a basic social unit in our
Filipino community, the family is considered an integral part in the promotion of cognitive and
emotional development of a person. As it is part of our Filipino culture of being hospitable and
generous to one another, the typical family is not constrained within the bounds of bloodrelations but is extended to include those who are close to us and has become part of our day-today lives such as our friends and neighbors. Because of this, important moral values are easily
transmitted from generation to generation as our parents and close kin impart what they know or
what they hold invaluable and true to the next generations. However, moral lessons arent the
only things told to us by the people who are close to us. Rumors, hearsays or, as what we locally
call it, tsismis are the other stuffs shared in usual conversations; for we are known of having
the habit of being tsismoso or tsismosa. Through these type of discourse, we are shown
another reality of things around us that before we know it, has already shaped our understanding
of it. And the so-called barkada or close friends plays as another multiplier or factor of
propelling what we know about many hot topics being talked about, especially the ones that are
taboo to the moral Filipino culture such as same-sex relationship.

37

In the statement of Raymark, he exemplified the stern warning given to him by his
mother:
From my mother. She said not to meet with any person in the dark because she knows that Im
also somewhatShe just tells me not to go to dark places.
Raymark affirms the fact that his mom thinks of him as being slightly gay or somehow
confused about his gender. Although it was not clearly stated, he implied it and in the later part of
the conversation confirmed the situation of being in an identity crisis. However, further
discussion about this is settled in the next chapter. His way of answering the question implicates
a hint of embarrassment about his situation, especially when he addressed himself as being gay
or slightly gay. Nevertheless, he made it clear that his mom is an adamant figure in his life
particularly when it comes to his safety. In addition, the situation where friends or classmates
made the understanding about same-sex relationship was the case for Regine. She stated:
Because I saw with my classmate My classmate made me understand
Regines answer to the question was quite brief. Although she pointed out that her
classmate initiated her understanding of the matter, it was rather clear in her actions and gestures,
as per field notes of her showing inconsistent eye contact, persistent mannerisms of fixing hair
and scratching her nose or face, that she was quite anxious about revealing some details.
Nonetheless, she declared with certainty that her friends had a major role in making her
comprehend the situation of same-sex relationship.
It is definite that the people close to them made an impact in shaping their mind about the
issue. But taking into account the growing population of our nation, it is fairly presumptuous to
say that it ends there. Interaction between people is a multifaceted nature that our simple actions
can make huge waves of repercussions around us. Thus, we must look to a bigger scale of things

38

and examine the influences our own community bring into our very lives. With this regard, the
following theme elaborates it.

What Happened Around, Dumbfound

This theme expounds the concept of learning about same-sex relationship through simple
observation of the community around. Certain events, gatherings, or activities in the community
serve as the platform for the understanding of same-sex relationship. Although the idea of a
community encompasses that of a family and the mass media, community in this theme is
focused on the impression of a community as a geographic locality or as a group of individuals
sharing a common goal. Hence, the community in this setup is further defined in terms of their
barangay or home community, school, church, or even work environment. Based on the personprocess-context-time model from the Ecological System theory of Bronfenbrenner (1986, 1995),
that particular environment where a person resides or is exposed is of utmost importance on
process as a function of individual characteristics. Such theory explains that many levels of the
environment or the community, a.k.a. systems (microsystem, exosystem, mesosystem,
macrosystem), affect the development of the child. For instance, in the microsystem, it entails the
small and immediate environment the child lives in such as their immediate family or caregivers
and their school. How these groups or organizations interact with the child will have an impact
on how the child will mature. The more encouraging or nurturing the surrounding is, the better
the child will grow. The mesosystem on the other hand embodies the interaction of effects the
microsystem does. If the different elements of the microsystem work together to effectively
improve the person, the better is the outcome for the child. The exosystem is another area that
poses impact on growth. This system is about other people or places that the child or individual

39

may not directly interact but still possess significant potential in providing a conducive
atmosphere for the person. For example, having the parents being laid off or jobless makes the
situation negatively affect the person. Finally, the macrosystem is a set of people or things that
are large and most remote to the child but still deliver significant impact on growth and
development. To exemplify, a problem in the health delivery system of the government
especially in the provision of vaccines can severely impact the physical health of those
individuals in need. Thus, with all these systems and their corresponding tether with
development, one can see the unparalleled impact it can render to a person not only with regards
to their physical development, but also with their emotional, psychological, and cognitive
formation.
Simple observations around can spur curiosity and later shed light on certain issues.
Some people say that we need to see just to believe. In the case of Kiefer, this is how he was
exposed to the occurrence of homosexuality:
I saw it around me. I saw two guys holding hands and a girl with a lesbian also holding hands.
Kiefers response was simple and brief but lucidly showed the typical scene he got his
idea about same-sex relationship. This was also the same case with Raymark which he remarked:
At the atat our ownhow can I say this... I live in a squatters area so just beside the
streets and alleys there are a lot who a lot of gays who have male companies or the guys
already appear as their husbands.
Just like the previous statements of Raymark, there is somewhat a hint of embarrassment
in his words and he appears a little uneasy in stating it. Field notes also showed him stuttering or
somehow slow uttering the words. However, his answer entails the open exercise of public
intimacy among same-sex couples in his local community. Apart from this, he also had further

40

explanations about this issue in his school to understand the health implications of premarital sex
and homosexual intercourse:
I had a teacher when I was in grade 8. He was discussing about on what is sex. I forgot what
subject but he was teaching us the effects if one will do such the effects of doing itthe effects
of it in a person who isthe many diseases that may come besides HIV.
Again, Raymark appeared quite embarrassed and was silent about the other details. But
considering the flow of conversation, the person he was referring to in his statement were those
engaging in physical homosexual interaction.
Talking about the various sources the interviewees acquired their understanding about the
aforementioned topic, we can positively say that a lot of factors are in play but in order to find
out more on as how they faced the issue in their lives, we must unveil their experiences which
have further crafted their comprehension and stand on same-sex relationship; that happens to be
discussed in the next chapter.

Chapter 6
EXPERIENCING THE ISSUE

For the longest of time now, we have heard this simple adage from many of our friends
and relatives, Experience is the best teacher. This simple statement is not far from the truth for
we all learn from our experiences. From the simple praises we get after accomplishing simple
tasks like drawing a cartoon character or painting on a canvas to the hurtful criticisms from

41

mentors and foes after a defeat from a game or failure in an examination attempt, experience
coils around the principles we have about life and tethers it to the inner depths of our being; that
it unknowingly affects how we think, act, reason or feel towards situations and deeds. According
to Kolbs Experiential Learning theory (1984), learning is the process of whereby knowledge is
created through the transformation of experience. In his theory, it is shown as a holistic
perspective that combines experience, perception, cognition, and behavior. The theory is
presented in a cyclical model of learning consisting of four stages or phases. An individual may
start at any stage but must go through the exact sequence. It may begin with a concrete
experience or, to simply describe it, it is the stage where man performs or physically experiences
the event. It is then followed by reflective observation where the person just observes the
occurrence of such experience. The next stage is abstract conceptualization where man begins to
think for himself about the how and why of the experience. And the final stage is active
experimentation or planning. This is the stage where man sets scenarios or conditions to simulate
the experience for himself. The figure below briefly details the theory model.

Figure 3. Kolb's Experiential Learning Cycle

42

Based on the aforementioned theory, experience plays a huge role in the learning process.
This in turn shapes the very core on how the person thinks, behaves, and feels towards varying
entities. So in order to comprehend the intricacy of the students way of understanding same-sex
relationship, we must dig deeper and venture through their experiences in relation to the issue of
homosexuality. The previous chapter delved partly upon the experiences of the interviewees as
they were asked how and when they first encountered the issue of homosexuality. But to differ,
this chapter deals upon their day-to-day experience pertaining to the issue, whether they
themselves have engaged in a same-sex relationship or they faced the issue through the direct
experiences their friends, family or neighbor.
Subsequently, themes were formulated to wedge the similarities and differences in their
history of involvement which are the following: Diary of Someone Close to Me, Gays Next
Door, and Maybe I am, Maybe Im not. The themes were made according to the point-ofview of the experience.

Diary of Someone Close to Me

This theme explores the encounters of the students with regards to the issue of same-sex
relationship as experienced by someone dear to them such as a family member or a close friend.
In this theme, the interviewee confronts the issue indirectly in the sense that other people are
involved in the same-sex relationship but he or she is there to witness or hear about the event or
circumstance. Directly or indirectly experiencing an event influences the knowledge or cognitive
aspect of that individual in terms of the issue at hand. In the ABC model of attitudes, the C

43

stands for the cognitive component which involves the persons belief or knowledge about an
attitude object. The more knowledgeable a person is about the issue, the stronger the attitude is
whether it is in the positive or in the negative side. And experience plays a key role in the
establishment of knowledge. Attitudes based on the direct experiences are more strongly held
and influence behavior than indirect experiences (for example through hear-say, watching
television or reading). Thus this theme was established based on the concepts of attitude and
direct or indirect experience. Such concept is also applied to the other themes in this chapter and
pursue the same implications as to whether they were direct or indirectly experienced. In this
regard, directly experiencing the issue of same-sex relationship pertains to that set of familiarity
where the interviewee himself or herself has engaged in such relationship.
In the context of this theme, some of the students stated that an immediate family
member of theirs has experienced being in a same-sex relationship and that they were a witness
to it or just a receiver of second-hand information. Just like the case of Fruttie, it all started from
a hearsay up until she later realized the situation when she saw it for herself:
My grandmother just told me about it. I just knew about it later on. I thought they were just
somewhat... friends They were actually living together.
In the full transcript of the interview, Fruttie explained that the couple was of two men
staying in their house as renters. As per field notes, she was a little hesitant at first to share about
the scenario but later on explained that it has been going on for quite some time now. She was
nave about the situation at first but, with the words of caution from her grandmother, she later
realized the same-sex relationship that was going on in her household.
Loraine, on the other hand, experienced having a lesbian friend who is into same-sex
relationship and was actually attracted to her:

44

I have an experience when we were staying in Mindanao. I have there a friend who is a Muslim
but is also a lesbian. She was expressing her feelings towards me. It bothers me. But I dont mind
it at all. Whatever she will do, I will never do it. I told her its wrong. A girl attracted with
another girl is really wrong.
Loraine explains her aversion about the situation. Although the lesbian was a friend to
her, she emphasized that being in a same-sex relationship is just wrong. According to the field
notes, she was laughingly explaining the situation in the middle of her statement but was stern in
saying that she will never do it.
The experience of Fruttie was that from her household while Loraine was that of a friend.
Both were indirect experiences but quite proximal in context which may, in a way, be at par in
impact or implication with a direct experience. Nevertheless, their experiences are reflective of
their understanding and stand with regards to the issue.

Gays Next Door

This theme describes the experience of the interviewee or that of an associate where they
actually witness a scene or hear any news about a couple in a same-sex relationship. This is
different from the previous theme for this involves people who are not close to the students
themselves but are persons in their neighborhood or community. But they share similarities in the
platform concept of direct and indirect experiential learning from which they were formulated.
Among the respondents, Raymarks experience holds the most sensational of encounters. He
personally witnessed two individuals in the heated moment lovemaking:
It was certainly strange. I was urinating that time. This was their house and I was beside

45

urinating. There was a hole. I asked myself what is happening there? When I took a look, it was
shocking. It was really in there.
Taking from the field notes, we both found the story hilarious as he was narrating the
situation. Just like the other responses of Raymark, he appears to be embarrassed in stating some
sexual terms especially that which pertains to penile penetration. He described the act in his
statement it was really in there. Having this unique encounter puts into perspective the sexual
nature of homosexuality; and being a witness to such act creates an avenue of curiosity that may
later affect behavior and attitude. Considering also the vicinity which is in a squatters area,
poverty and inefficient housing really do contribute to the unintended exposures of adolescents
and youngsters to inappropriate happenstances. Little may be known but experiences such as this
can reform or deform moral perspectives.

Maybe I am, Maybe Im Not

This theme expounds on the direct experience of the interviewees being personally
involved in a same-sex relationship. This means that the students themselves have experienced
or are currently into a homosexual association. The same concept in theme formulation was
applied just like the two aforesaid themes.
Among the many students, the classic example to cite in this theme is that of Regine. She
states:
I also experienced it. But it is really different if you are in a relationship with a boy than
someone than someone in the same sex. Because if it is with a girl, it feels quite weird. It feels

46

different. I dont feel comfortable the way we are together every time we hang out. Its not the
same with a guy where you feel proud.
It can be inferred from her statement that she did experience a state of confusion in her
gender preference but later on resolved to be in a relationship with a guy and not with another
girl considering that she experienced it both ways. As per field notes, she appeared to be
uncomfortable at first in disclosing her experience as she hesitated in answering at the first
attempt of asking the question. However, it is indicative in her story and the way she responded
that a decisive choice was already made as to her preference and how she feels about the issue.

The three aforementioned themes display varying arrays of impact and direction towards
the development of the students understanding about homosexuality. The direct and indirect
experiences have almost comparable degrees of effect considering the proximity of encounters.
Nonetheless, it cant be denied that even at a young age, their experiences can already speak
more about themselves just like they typical adult.
Chapter 7
STAND TOWARDS THE ISSUE

When making a stand towards a known public issue or any issue for that matter, it is but
human nature to go back to the basics and establish ground on ones belief system and
philosophy. And when we talk about the stand of people towards the issue of same-sex
relationship, a lot of things come into conflict.
In the Filipino traditional perspective where faith and religion are at its core,
homosexuality is nothing more than a taboo; a mortal sin against the biblical doctrine of Catholic

47

dogmatists where only a man and a woman are recognized as legitimate gender identities and the
sacred communion of the two is the only relationship allowed and commanded. Any deviation
from such religious law is subject for ridicule and worst, excommunication. In the Philippines,
most of the people are still conservative about the issue and are generally against it. But a
growing number of millennials and young radicals are beginning to promulgate the western
philosophy of accepting the existence of lesbians, gays, bisexuals and transgenders (LGBT) and
the freedom to exercise homosexual relationship. Because as it is argued by the affirmative group
on LGBT and same-sex marriage in the western countries, gay marriage should be legalized in
order to give essence to the principles of equality, liberty and freedom as it is and has been the
spirit of many national constitutions especially that of the United States of America. Human
intimate relationships are now seen under the viewpoint of civil rights and human social
principles rather than religious doctrine or ecclesiastical appreciation. It is now to be handled
according to the governing laws of man and not by the 10 commandments of the Bible or
ecumenical mandate. Seeing that the Philippines is in a tug-of-war between the 3-century old
tradition and the postmodern liberalism, various stands towards the issue of same-sex
relationship is evident among the many as per many viewpoints also exist. Hence, several themes
were also formulated from the responses of the interviewees. The students were asked this main
question: What is your stand towards same-sex relationship?
From this question, three main themes were formulated: Let Them Be but Not for Me,
For Life and Liberty, Gender Equality, My Opposition is My Best Decistion.

Let Them Be but Not for Me

This theme describes the stand of the students towards homosexuality where they agree

48

or consent to the practice of same-sex relationship but just doesnt want himself, his fellow men
(or women) or his family to be involved in one. This stand towards the issue appears to be a
defense mechanism to please both sides of the argument and just to play things safe. It is
somewhat intermediate of conservatism and liberalism. It is definitely not a postmodern
perspective but exemplifies the need of Filipinos to stay in a side that doesnt hurt or offend
anyone; for it is inherent in our culture to be respectful and kind to the opinion and reactions of
others. This kind of theme is analogous to the political philosophy of liberal-conservatism but is
erroneous to use it in this context for this is not a political position as represented for the many,
rather it is but a claim of one person to himself and his household as a socially safe position.
This theme is better exemplified by the statement of John Gabriel which goes:
I feel like somewhat ok about the matter. Its ok but but I firmly told myself that I will never get
involved in a relationship with a gay.
In his statement, he sees same-sex relationship as somewhat acceptable just as long as he
doesnt get involved. The same goes with the statement of Mary:
Its ok. Im in favor because its theirs. Its their decision. Its their freedom to choose. But I
myself dont feel like having a relationship with another girl. Its ok for me if that happens with
other people.
Her stand in this issue is clear enough to know that she is in favor of same-sex
relationship due to their innate freedom to exercise their rights but is conservative in the nature
of being involved in one. She is rather ok to see other people do it, just not her. But on a different
note, some of the interviewees are amenable with the issue but just isnt comfortable seeing their
fellow men, or women if the student is a female, engaging in a homosexual relationship. This is
exemplified by the statement of Ricky:

49

Yes, I agree with a girl-to-girl relationship. Just not with a boy-to-boy relationship.
Ricky explains that same-sex relationship is ok and not a problem at all just as long as
that happens with the opposite sex and not with fellow men.

For Life and Liberty, Gender Equality

This theme explores the stand of individuals being totally acquiescent with the practice of
same-sex relationship in the country. As per human rights for freedom and equality, they pose the
issue of same-sex relationship as socially acceptable. They see homosexuality as another gender
class and not as a reject; they are capable of falling in love thats why they engage in such
relationship, and they are, just like any other person, capable of being responsible and a
community servant. This theme is excellently exemplified by the statement of Kiefer which goes:
To put it simply, they are in the right for they are mutually in-love and they arent doing anything
to harm others.
Kiefer highlights the idea of a growing mutual relationship that everyone deserves and
should have no matter what gender or class. In the perspective of freedom and liberty, Fruttie
explains:
Because each one of us has freedom. Just as long has no other person is harmed or being
affected, it is ok.
In both statements, it is evident that whether it is based on freedom or the concept of
love, same-sex relationship is generally ok just as long as nobody is harmed, abused or being
negatively affected.

My Opposition is My Best Decision

50

This theme, on the other hand, explains the negative stand of the respondents against the
social issue. The typical reasoning behind it is the traditional perspective of Catholic doctrine
while other arguments such as reproductive impracticality or impossibility and the typical social
norm are also pointed out. This theme is best represented by the statement of Jenella:
Based on what I read from the Bible, it is really wrong for a woman or a man to engage in an
intimate relationship with their own fellow woman or man. Thou shall not commit adultery. Thou
shall not covetall based on the ten commandments. So it is really wrong to see a girl-to-girl or
boy-to-boy relationship. This fact pushed me to have this stand.
It is obvious in the statement of Jenella that she is nothing but a conservatist and adamant
in her Christian belief; and that any deviation from what is taught or written in the bible is
ultimately wrong and should not be done.

Chapter 8
ANALYSIS

Extricating the focal interpretations of each answer and theme requires a

comprehensively rigid theory-based system with a fluid or flexible guidance interpretation
criteria. To simplify such, you have to have rigid mold for a largely expanding dough. That in
itself is impossible or just unaesthetic to see in the realm of baking. It is like putting an infinitely
growing and learning mind in a small tight cell. It is just wrong. This same goes with the analysis
of data in a qualitative research. According to Leedy and Ormond (2002), there is no single way
to analyze data in a qualitative study. A researcher can start by sifting through the data by
inductive reasoning and later sort and categorize it until themes are formulated from the collected

51

interview responses, recordings or essays. However, from this point on, the analysis and
interpretation of data is but an art; a creative display of talent from the researcher on how to
synthesize, analyze, critique, and finally draw conclusions from the information based on
theories, principles, or concepts that govern the fundamentals of the study.
Considering the research design of a hermeneutic phenomenological study bearing an
epistemological direction of postmodernism, the ultimate goal then is to answer the research
questions of this study through the understanding of the individual interpretations of their
answers as guided by the theories of postmodernism. Postmodernism alone is a broad branch of
philosophy that networks through many aspects of human life and existence. However, we wish
to limit its application to the set perspectives for homosexuality or same-sex relationship.
In research question 1, we asked what is the general understanding of the students
regarding the issue of same-sex relationship? Answers of most students were brief and concise;
a simple declarative statement indicating the two themes: an emotional relationship and a
physical sexual encounter, both among persons of the same sex. That quick and brief response to
the question entails their sufficient knowledge about the matter with a hint of indifference.
Although two other people made an effort in explaining how they understand homosexuality, the
greater number of respondents appear to dismiss the topic swiftly. Most of them may have started
the interview a little anxious or nervous which may predispose their attention to giving quick
responses; however, field notes and full transcripts indicated a reiteration of the question for
further clarification. At that point, the interviewees gave the same answer with the same manner
of responding.
The concept of homosexuality in itself is a product of postmodern thinking where,
according to Judith Butler (1999), individuals engaging in same-sex relationship are seen as

52

another expression of sexuality. In our country, the popularity of such social issue is ever
increasing and a great number of self-acclaimed LGBTs are coming into the stand for public
representation. We can then safely assume that almost all Filipinos have an idea on what samesex relations is all about. But considering the deeply rooted Catholic belief system in our culture,
the greater population still disagrees with the matter and most youngsters of the new generation
have fallen indifferent or in ambivalent towards what they believe in. That may be the reason
why some see same-sex relationship as it is but are quick to dismiss the explication. On the other
hand, some people perceive same-sex relationship as the lustful desire of a person towards
another of the same gender. This may be brought about by the liberal display of affection of
some same-sex couples nowadays with the pertinent co-issue of sex-for-money. However, it is
clear that the adolescents interviewed still showed a conservatist reaction towards the aforesaid
issue.
Research question 2 asks, what is the source or means of origin of the said
understanding of same-sex relationship? Answers from the respondents drew out three major
themes which focused on their initial encounter with the social issue either through mass media,
from someone close to them, or from the community around them. Unlike their previous answers
to the first research question, their responses to this inquiry are not brief but rather sufficient
enough for typical explanation in a conversation. Most of them throw quite the detail in their
description. However, it is noted that most of their responses are indirect in pointing out specific
sexual terms or actions. They appear to have quite a feeling of embarrassment in the delivery of
certain sensitive words and most frequently, highlight what they meant through gestures or bursts
of laughter in the middle of their statements. This type of behavior implies the typical nature of
Filipinos in being cautious about the words spoken towards another person. Sensitive or foul

53

words pertaining to sexual innuendos and the like are frowned upon by many people and is
considered rude among many. Shifting sensitive topics to the side of humor is also another way
for us Filipinos to hold such topics lightly in conversation so as not to instigate curiosity or
rumor and just be dismissed as a pun for laughter.
In terms of the actual source or origin of their initial encounter with the issue, mass media
and the impact of family and friends and the community all play equally influential roles in the
development of their understanding. According to the Ecological theory stated in the previous
chapters, these different themes exist in different systems of the community, thus, contributing
significantly to the maturation of an individual. However, of note, mass media plays a key role in
the propagation of postmodern ideas especially that homosexuality. With the rapid evolution of
information technology, sharing of multimedia files and real-time interaction is now possible
propelling the spread of novel ideas that poke curiosity into the puerile adolescent mind.
Furthermore, research question 3 asks, What are the experiences of the respondents with
regards to the sexual issue? Answers to this question by the students are quite lengthy to include
in the paper. Thats why only the salient parts of their answers which highlighted the theme at
point were cited in the paper. But, three themes were formulated as per the circumstance of their
experience: from people close to them, from the people around them, or directly from them as a
personal experience in being in a same-sex relationship. This thematic representation stems from
the Experiential Learning Theory where, direct or indirect experiences, serve as substantial
components in attitude formation and cognitive development in varying degree of influence but
with direct experiences providing stronger ground. Just like the answers in the previous question,
the details in their explanation are sufficient enough to describe their experience with minimal or
negligible hesitance. Sensitive or foul words describing sexual acts or innuendos are hardly

54

bluntly said. And most of the interviewees appeared embarrassed or ambivalent when describing
the circumstance they were in. Similar with the previous question again, the interviewees tended
to burst in to chuckles or brief laughter while narrating their experiences. The same implication
and interpretation goes with this behavior just like the preceding question.
Subsequently, their experiences with the issue depicts the growing confidence the LGBT
community is showing in their desire to be publicly accepted. More people engaging in same-sex
relationships or those attracted to their same-sex prospect are becoming open in their display of
intimate affection that more and more are now noticing. Even the actual homosexual coitus isnt
farfetched anymore from being witnessed as most are living in the slums with ill-walled homes
prone to unnecessary viewing. Hence, whether the experience is direct or indirect, it cannot be
denied anymore that there is a growing incidence of same-sex relationships around us.
Postmodernism in homosexuality is not only a concept for argument nowadays but also an
expanding lived practice among those with such preference.

Finally in research question 4, we asked: what is their stand towards the issue? In this
part of the study, the cumulative and interactive effects of their personal belief system, their
knowledge about the issue, and later on their attitude towards it shape ultimately their stand;
whether they are agree to it or not. However, the answers of the students isnt just a black and
white array PROs and ANTIs. They have a third stand which appears to be in a gray area of
compromise between those who want same-sex relationship and those who abhor the practice;
social liberal-conservatist view that accepts same-sex relationship with the condition that it only
happens with other people besides themselves, their family or their co-gender. Along with the
usual PRO and ANTI sides of their stand, these total to three themes in this research

55

question. Apart from the interviewees who said that they were against same-sex relationship,
most of the students answered the query with ample words and brief explanations. Their stand
was clearly stated, and sufficient qualification of simple reasons were also included. They
generally appeared firm with their stand and showed no hints of anxiety or ambivalence. This
manner of answering shows confidence in delivering their stand; and that it also displays
integrity in their character.
In terms of content in their stand, the group that disagreed with the social issue patterned
their defense mostly on the premodernism or traditional perspective where religious faith is at the
heart of their belief system and any deviations from such is a sin or considered wrong. And
considering the greater population of Catholic believers in the country, their stand is but a
product of collectivism where the choice of the many is the one that is right over the choice of a
few. Those that agreed to the issue of same-sex relationship held the true essence of
postmodernism in their beliefs where homosexuality is seen as an identity and not as a taboo; it
is perceived as another facet of sexual expression and not as an aberration. Their answers delved
upon the postmodernism concept of collective egalitarianism where all people are seen as equals
in fundamental worth and status; thus, each one, including those of the LGBT community, are
entitled to rights, liberty and privileges that are innate and paramount to the nature of man as an
indelible unit of the society. Lastly, those that partially agree and disagree with the matter of
same-sex relationship are but individuals that tended to compromise between the opposing
parties. Their action doesnt seem to fit that of postmodernism but is definitely a defense
mechanism against any possible public or social insult. They can agree to disagree about the
matter but it is definite in their stand that they wish to settle things amicably. This, among all
others, is a traditional Filipino attitude of being nice and cautious about the words being spoken.

56

Chapter 9
CONCLUSION, RECOMMENDATIONS AND IMPLICATIONS

Conclusion
We can consider our society as an organism. It is an ever evolving entity that imbibes the
changes of the environment. These changes are brought about through time by the very
constituents that consist it, people. From mysticism or religious faith of the premodern era to
social subjectivism of the postmodern time, people continuously challenge the norm, question
the set standards and create novel ideas based on the fundamental assumptions conceived upon
observation of the physical world. We had our faith as the core of our belief system in the past.
Now, we have our reasoning and science as our tool to drive our society into collective thinking.
Homosexuality had existed in history books for hundreds of years and probably extended to

57

prehistoric times. But it is in our postmodern era that a rational baseline for its acceptance was
made.
In line with this, it was the main purpose of the study to understand the dynamics of
same-sex relationship as it is understood and lived by the growing adolescents of our society.
Four questions main questions were formulated to answer this and the following conclusions
were made:
1. The adolescents appear to know, with apparent indifference, same-sex relationship as
both a mutual relationship between individuals of the same gender (emotional
perspective) and as a mere carnal encounter of homosexuality (physical perspective).
2. The sources or the means to their initial exposure to the concept of same-sex relationship
were through (all of which are of equal in influential potential) mass media, their
community and family/close friends.
3. Experiences of the adolescents with regards to the issue stem from three major
encounters that are almost at par in psychological impact and are almost always
overlapping in an individual. Their experiences may be personal (as being the one
involved in the same-sex relationship) or indirect which may constitute that of witnessing
a neighbor or someone around displaying any form of homosexual act, or that of sheer
warnings, curious stories or pale rumors from someone close to us.
4. Their stand towards the issue is grounded from a blend of premodern beliefs, postmodern
views and pure defense mechanisms which correspond respectively to the three noted
stands: those that disagree, agree and compromise (accepting the postmodern viewpoints
for tolerance of homosexuality but retaining the core traditional values by keeping
oneself/family/fellow co-gender conservative just to appease the many).

58

Recommendations
From the outcome of our research, we therefore recommend to future researchers who
wish to replicate or improve on our study to involve more participants in their respective studies
which would be ideal in the generation of more accurate and reliable data. We also would
recommend gathering data from the private educational institutions if there are significant
differences with the values gathered from public institutions. Aside from just taking in youth as
an exclusive population in the study, we would also like to recommend the involvement of adults
belonging to different age groups and in various fields of work as well as those who are members
of the LGBT community and those who have already experienced or are currently experiencing
same sex relationship. In addition, we would like future researchers to consider making both
quantitative and qualitative studies that are inclined to measuring the relationship and or
correlation of certain concrete factors toward peoples concept of same sex relationship.
Furthermore, more studies involving how people tend to deviate away from their gender or even
sex from birth could also be made.
We also recommend to teachers, school personnel other educators who are obliged to
educate their students about sex education to a viewpoint that is based on proper research and not
based on common or crude stereotypes or personal preconceptions about the LGBT community
to avoid the further passage of misunderstandings that may lead to discrimination and injustice.
Moreover we suggest that those who are involved in the human resource department of
establishments be more knowledgeable to up-to-date researches regarding different gender
orientations so as to steer clear of prejudice and discrimination in assessing and determining an

59

individuals capacity to perform, brought about by lack of thorough understanding and scrutiny.
Additionally we advise parents, relatives and other family members who are in an
immediate or in an indirect relationship to an individual with a different gender orientation to
recognize the importance of being well informed so as not to have a predilection to prevalent
conventional reasoning.
These recommendations are made to ensure a better education and appreciation of the public
towards the notion of same sex relationship as well as the activities of the LGBT community.

Implications
Due to distinct gender orientation beliefs with a compound collection of both pre and
postmodernistic reasoning, innumerable consequences may be conceded such as: gender inequity
or equality in vocational hiring. This may also conceivably affect individual or group
predilections to appointing leaders. One possible repercussion is the assimilation of policies in
various governing institutions and organizations to individuals with differing gender orientations.
It will also challenge the integrity of the Philippines as a Christian nation.

60

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Wellesley Centers for Women. (2013). How Legalization of Same-Sex Marriage Has Influenced
Massachusetts Couples. Retrieved May 3, 2016, from http://www.wcwonline.org/ResearchAction-Report-Spring/Summer-2006/how-legalization-of-same-sex-marriage-has-influencedmassachusetts-couples

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APPENDICES

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APPENDIX A: Letter to the Principal

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APPENDIX B: Letter to the School

66

APPENDIX C: Informed Consent and Letter to the Students

APPENDIX B: Informed Consent and Letter to the Students

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APPENDIX C: Summary of Themes

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Research
Question
1

Themes
My love, my
fellow gender

Subcategory

Transcript
Jenella: Same sex is like sa mga lesbian kag
girl, parehas sila nga girl.

Jan Marie: Girl to girl relationship kag boy to

boy relationship

Fruttie: Same gender. Oo, girl kag girl, boy

kag boy.

John Gabriel: same sex..ummmm.. same sex..

Isa ka Isa kadesire sang sang isa ka
sang isa ka individual to make love sa isa
man ka individual... kay may mga kay may
mga tao man na mga agi dba? Siyempre gusto
man nila na maka anu sila laki man kag kag
may mga tao man na mga tomboy te gusto
man nila ..nila makapag ano sa isa ka baye
kay nakita nila nga feeling gali nila na didto
silagusto nila..

Interpretation
Emotional Side.
This theme is about
the understanding of
the respondents that
same-sex
relationship is but a
relationship between
two people of the
same sex that share a
mutual respect and
understanding with
their feelings
towards each other.

Regine: Same sex relationship.

Kayla: Ang same sex nang kung pwede ang

babaye ma sa babaye kag pwede ang lalake sa
lalake.

Loraine: Same-sex? . Ang gender parehas.

Mary Michelle: Girl to girl. Boy to boy.

Same-sex with
benefits

Kiefer: uhmm.. ah same gender having sexual

intercourse.

Ricky Martin: Kay kis-a sir ang laki nga agi

Physical Side.
This theme is geared
towards the
understanding that
same-sex

78
bala sir daw daw may pagka lain man bala sir
batasan sir haw gna tagaan ya sir ang iya nga.
For example ang migo ya bi sir nga laki sir
nang kwarta tapos mapa ano sa mapa ano
sir mapa ano sir.. daw mapa daw mpa
hikap bala sa iya sir haw

relationship is just a
physical encounter
of homosexual
intercourse and
nothing more.

Te tapos ang laki mapasugot lang na sir mo

kay.. kay te gin.. gintagaan siya kwarta
mapasugot lang na siya ang laki.

Raymark: duwa ka tawo duwa ka same

sex duwa ka laki to laki nga ga ano ga
sex ga anu hmmm ga pakasal

Media Became
My Idea

Google/Internet

Jenella: Uhm.. through research sa google

Una-una ang internet makahatag more pa gid
na information may ara gid ya iban wala mo
man gina pangita pero makit-an mo nga grabe
even five years old makatan-aw...

John Gabriel: ah wala sa mga anu lang sa mga

social media lang gid

This theme explains

the phenomenon that
the interviewee
acquired his or her
knowledge of samesex relationship
through the web or
by browsing
accidentally or
intentionally through
the internet.

Ricky Martin: Sa facebook sir may na ano..

may nakita man ko sir Video sir Nang..
ang laki bal sir haw daw.. naluyag siya sir sa
agi kay nami sir.. kay name bala sir ang iya sir
nga pagka batasan.. name sa

Raymark: nang grade 7... nang gin tudlu-an

man lang ko sang ano ko... sang classmate ko
parte sa dira... gin search ko una-una ang mga
porntube, mga redtube, mga basta... damodamo nga tube... (laughs)
TV/Other Media

Jan Marie: (Diin ka una nakabati about samesex?) sa.. .sa TV patrol.

Kayla: Sa news lang nabatian ko kay ga

Just like browsing

through the web, the
idea about same-sex
relationship was
acquired incidentally
by watching TV

79
lantaw man ko balita. Tapos nabalitaan ko
man nga sa iban nga na bansa makasal ang
babayi kag babayi mga lalaki kag lalaki dira
ko nabal-an ang same sex

shows, listening to
radio telecast, seeing
posters or print ads
and others.

Raymark: sa una una ko nga kuha sa balita

pero damu sa movie amu na (laughs)

Someone close
to me showed
me

Family member
and friends
exposure

Jenella: Huo. Actually akon manghod amo

man (agi).

Jan Marie: pero may classmate ko isa tapos

(tomboy) ang miga nya friend ko man nga
CAT officer

This theme explains

the phenomenon of
learning same-sex
relationship from
hearsays, free
discussions or casual
talk from people at
home or
classmates/friends in
school.

Kiefer: Huo may ara si manang ko may

tomboy siya nga miga.

Regine: Kay daw nakita ko bala sa. Kay ang

classmate ko bala daw gin pa instindi ya ko.

Raymark: nang indi ka mag ano tabotabo

Raymark daw something wrong bala sa
dalum (laughs)
raymark: bisan sin-o lang kuno kay kay
kabalo man si mama nga maypagka ano ko
indi lang ko kuno basta mag dulom indi
lang ko kuno mag kadto

What happened
around,
dumbfound!

Community

Fruttie: Sang bata pa ko, syempre, gakakit-an

ko man sa palibot ko.

John Gabriel: eh, kisa man lang.. taga ano

ko taga labay ko sa purok namun

This theme explains

the occurrence of
knowing same-sex
relationship by just
seeing it around you
or by being exposed
to events that

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Kiefer: Sa palibot ko eh. Kita ko duwa ka laki

nga ga holding hands kag may baye kag
tomboy nga ga holding hands.

Regine: Sa amon communidad Amo na eh

ga ano sila

Kayla: Sang first year ko na ngaluyag sa sa

akon tapos gwapa sa iya nang idol ko sa kay
ka gwapa sa iya bala sya tani ang model ko
kay alam sa iya tapos sagad sa mag volleyball
pro kabati ko tomboy sa gale te na ngaluyag
sa nang ang mga miga ko namian sa iya te ang
miga ko ang nag sabat sa iya ya. Tapos wala
ko kabalo...

Loraine: Na ano, na ga storyahanay kami ni

mama. Tapos sa tupad balay. May ga
istoryahanay man sa ini nga tsismis nga agi
kag agi Ay, agi kag lalaki. Gaano, ga amo
na.

Ricky Martin: Ang sa maistra ko sir..

sa same sex.. si maam Tagiya guro sir.. sa
MAPEH? kay.. para bala sir ma introduce bala
sir haw nga ngaa ang same sex relationship
sir lain

Raymark: sa anu sa sa mga anu namun

sa anu na tawag man squatter ko mung ti
kay sa mga anu namun sa kilid-kilid damu
ga anu damu mga agi na may anu may upod
na mga asawa or daw asawa nga laki

Raymark: may ara ko maestra sang grade 8

ti, gina ano ya sa amon kung ano ang sex ti
kay ambot kung gina ano niya sa amun

suggest the idea of

such.

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pero siya nga ambot ano na siya nga
subject, pero may gina tudlo niya sa amon
kung ano bala kung ang epekto mag ano
amu na ano ang epekto sa isa ka ano kung
ano ang masakit ma ano sa inyo wala pa to
labot ang HIV daw wala pa tu gani ano
daw mga amu lang na tapos sang ano ko
nga nabal-an ko na grade 7 na damo gali mga
ano mga tungod sa.. amu na sex

Diary of
someone close
to me

Immediate
Family Member

Jenella: Ng kay may ara man sa amon nga ga

live-in sila duwa nga same sex. Ng actually
ano na siya, utod na siya sang akon na tita.

Kiefer: Huo may ara si manang ko may

tomboy siya nga miga... classmetanai na sila
duwa sang college kag natypan niya kag
kabuot sa iya. Perme sila inupod nga duwa
kag ano pa gid ang babae na may gusto man
sa iya tapos gin pangaluyagan ya kay gusto ya
man

This theme explores

the experience of the
interviewee in their
family with regards
to the issue of samesex relationship.

Kayla: tapos ang tiya ko migo ya tomboy.

Tapos kung mag akbay akbay sila te pareho
kamo babayi ga amo amo kamo na sa public
nga lugar kalaw-ay man guro.

Fruttie: Nga amo na gale. Ulihi ko na lang

nabal-an gale. Subong ko lang gale nabal-an.
Abi ko ano lang sila friends gale live-in na
sila.
Friends

Jenella: So may time nga gaupod ko sa mga

friends ko pero wala ko gid na upfront nga
nakita ko gid. Gina sugid lang nila sakon.

Loraine: May ara ko experience sang nagligad

sa Mindanao kami na may friend ko na
Muslim na ano, na ano, tomboy bala, lesbian.

This theme explores

the events relating to
same-sex
relationship as
experienced by the
friends of the
interviewees.

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Gapabatyag bala siya sa imo. (Laughs, and
giggles). Kasabad. Pero, wala ko ya
gapasapak, biskan ano pa ang himuon niya,
hindi ko ya. (laughs)
Hambal ko, sala man na gyapon. Ang babayi
sa babayi, sala gid na ya.

Ricky Martin: sang nakita ko bala sir haw

nang ano sir haw.. migo ko sir haw. Migo ko..
te kay naka Te kay nakita ko sia ang iya sir
nga nub.. nubyo.. agi.. te lain na na sila
bala sir haw.. nang damo na sila may
tsismis bala sa iya sir haw nga ano

Mary Michelle: Ga storya-storya, dayon daw

may relative kami na miga bala namon haw
dayon daw may relative siya na may naka
same-sex marriage daw ka amo na bala haw,
amo na dayon topic namon.

Raymark: kay anu kami nayon mung lapit

baybay nang ara ko sa pirme sa ano like
sang nagtambay ko may ara ko nga makita na
agi... tapos may ara ga sunod nga laki... tapos
mga pila lang ka oras, tatlo guro ka oras kay
gapungko lang kami daan nga may upod ko
nga na gina storya na friend man... tapos
maabot na sila may ga ano... una may, una ko
nga ano may nabati-an ko nga daw ga
siyagit... daw ga ahhh...

Gays next door

Neighbor live-in

Jenella: Actually damo samon mga gay mo.

Jan Marie: kay may tupad balay kmi na baye

kag tomboy bal .anon nga may relationship
sila nga duwa...

Fruttie: Gakakita ko man lang, wala naman.

This theme is about

the personal
experience of the
interviewee by
witnessing actual
events occurring
proximal to their
abode.

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Kay sa amon to bala may ga-live-in sila.

John Gabriel: kisa man lang..taga ano ko

taga labay ko sa purok namun

Raymark: daw lain na gani... kay nangihi ko

to moh... ti kay balay ni nila... ti ara ko da sa
higad nangihi ko... ti kay may buslot... hambal
ko may ga ano da man... pag amu ko na ho
ti... grabe gid ya... (laughs) dasok-dasok gid
ya... (laughs)
Maybe I am,
maybe Im not

Personal
encounter

Regine: Huo kay daw naka agi man ko pero

daw lain gid ya kung boy ang imo ka relation
kay sa sa parehas kamu
Kay kung sa babayi kay sa babayi daw gina
gil.aran. (faced grinned lright fingers spread
just a few inches from the face)Daw ka lain
sang, daw indi bala komportabli the way mag
upod kamu sa guwa na bala.

This theme exhibits

the personal
experience of the
interviewee being
that exact person
living the
circumstance of
same-sex
relationship.

Lain ya sa lalaki nga daw ka proud sa imo.

Raymark: una nakulbaan ko... kay una ko siya

mung... nang grade 7 man ko to... nang friend
ko man tu siya... upod ko man to siya lantaw...
(laughs) tapos ginhambal ko sa iya na... ok
lang... ok lang kuno sa iya... pero indi indi
siya... hmmm amu na... pero indi siya... may
feelings gid ya... friends lang kami dayon...
pagkatapos...

Let them be,

but not for me

If guy, dont like

to see another
guy homosexual.
If girl, same.

Kiefer: Okay man lang kay perme ko sila

makita. Sa palibot daan sa amon daan ya
damo garelasyon nga tomboy perme ko daan
makita. . . Sa agi hindi siyado.

Ricky: Huo agree ko sa babaye kag sa babaye

pero sa lalaki kag sa lalaki indi ko agree

This theme explains

the stand of the
respondents that
they are just ok with
same-sex
relationship as long
as it is happening
with other people
and not in their
family or any person
of the same gender
identity (e.g. guy is

84
not ok seeing
another guy in a
same-sex
relationship but ok
with girls having a
relationship with
another girl and
vice-versa).
Not ok if its a
member of the
family

Regine: Gapangakig siya. Si mama

Ok, though
determined not
to become one

John Gabriel: feel ko..daw ka anu man

lang..daw ka ok... ok lang pero na pero ng
nahambal ko gd sa akon na self ya na indi gd
ko mag ano agi nga mag ano sa is aka agi.

Gapangakig siya kay kalain kuno. Kay babayi

babayi.

Mary Michelle: Ok lang ah. Pabor ko kay ila

man na ya mo. Nang ila na nga desisyon, ila
na freedom para magpili. ...hindi ko feel
mag-relasyon sa babayi. Oo, okay lang if sa
iban.

Ricky Martin: Ang same sex para sakon sir

daw ano daw mayo bala sir haw
Kay kay ang for example bi sir nang bayi.
For Example b ang iya bi nga nubyo b tomboy
sir te kay daw ka joke joke lang bala sir haw.
Haha. Wala man kami sir nag ano sa iya
naluyag siya sa amon..
For life and
liberty, gender
equality

People are inlove and socially

helpful

Jan Marie: sa akon dawww wala man lang ko

labot sa ila nga relationship... kay they love
naman each other haha dira lang ko asta.

Kiefer: kung sa.. bale sa.. sa.. ang utod ko

tsakto ya kay gapalangganay man sila duwa
kag wala man sila may gina ano nga iban..

Kayla: Okay lang. Gapalangaaanay sila pero

kung sa amon bi daw daw indi man ko agree

The theme explains

that same-sex
relationship is not a
problem since
people who are in
this are still of
benefit to the society
and are eligible to
their innate freedom.

85
kung ara bala ang daw mga hindi man gid
siling nga gapalangaanay sila kita ko lng nga
seryoso sila okay.

Mary Michelle: ...daw gin pag-ityindi ko pa

gid bala dalum... na ila nay a mo, kay dira na
sila ya nalipay. Kag gina explain man nila
kung ano ang feeing mag-relasyon sa samesex
Fruttie: Gay ko nga tito pero wala man siya
ano waay man siya lalaki.
Okay man lang. Gabulig man siya gabulig
man siya sa iya mama aw.
Freedom to
become who you
want to be

Fruttie: Kay may ano freedom man ang

kada isa sa aton. Basta waay man gnahilabtan
nga iban nga tawo. Daw wala man
ginaapektuhan.

Regine: Kay ang classmate ko bala daw gin

pa instindi ya ko. Ara bala nga wala man
kamu nila gina hilabtan kay sila man na ya ila
man na kag sila man na ang maga suffer kung
ano man gid ang matabo sa ila.
My opposition
is my best
decision

Against the bible

Jenella: Based sa Bible nabasahan ko nga

hindi gid ya pwede nga babae kag babae kay
para.. diba Thou shall not commit adultery
based sa 10 Commandments kag Thou shall
not covet. So hindi gid ya dapat eh nga ano
babae kag babae kag lalaki kag lalaki. So amo
gid na nagtulod sakon...

Kiefer: Ng kay sala gid na sa ginoo ang

mag partner sa ang babae kag babae man.

Regine: Bale ano diba ang gin tuga man lang

sang Ginoo babayi lalaki. Kalain man na guro
nga babayi kag babayi mag kwan sila bala

This theme explains

the idea that based
upon the rules and
teachings set by the
society and religion,
and also due to own
personal adamant
beliefs, the
respondent is
heavily insisting on
the traditional
practice and any
same-sex relation is
a taboo.

86
Against one's
personal beliefs

John Gabriel: para sa akon... indi na cya dapat

Pag I consider ah kay ang isa aka bae gn
himu para mag love sa is aka laki kag ang
laki gn gnhimo para mag love sa isa bayi

No possibility
for
reproduction/fam
ily-building

John Gabriel: oo indi sila ka bata kay ng

wala sila.. kay ng wala sila egg cell

87

APPENDIX D: Field Notes

Field Notes

Name of the interviewee: Fruitty

88
Date and Time of the interview: January 7, 2016 at 3pm
It was a fine afternoon of January 7, 2016 at around 3pm when we conducted the awaited interview for
grade 10 high school students who volunteered themselves to be interviewed on the issues related to same sex
relationship. We were assigned on one of their classrooms specifically on the 2nd floor, a classroom situated above
the guidance office which would serve as the meeting place for the interview. We grouped ourselves to two or three
and assigned roles to do the recording, to interview and to do the documentation through a video to record the whole
course of the documentation. It was fifteen minutes or so after we arrived that the students began to enter the room
and they were assigned their respective interviewers.

A simple girl with tan skin tone and curly hair wearing a pair of small earrings with a bracelet, her I.D. and
with her complete uniform was the one assigned to us. We seated with her at the back of the room adjacent to the
bulletin board where we conducted the interview.

At the start of the interview, a unique name we heard Fruitty, 16 years of age. We introduced ourselves to
her and made her comfortable as possible by being gentle and polite to her. Since the room was noisy since other
interviews were conducted at the same time, she was slightly tensed due to the movement of her hands but it was of
note that she was willing to participate because she observed eye contact to the interviewer and was attentive to
answer the questions asked of her. As the interviewer posted his first question the respondent clarifies if she could
not understand the question and speaks directly to the point. As she explains her point, hand movements going back
and forth were observed. After stating her ideas she sticks out her tongue for a second as getting ready to speak after
listening to the question. She also fixes her uniform from time to time supposed to say that she makes herself more
comfortable.

As she recalls the time when she first knew the concept about same sex relationship, distinct hand
movements were observed wherein the respondent pinches her right thumb using her left index finger and left thumb
suggesting that maybe she had a hard time to recall what she had to say. After the 4th minute of the interview as the
respondent answers she starts to smile while answering suggesting that she easily gets the questions asked of her.
There were also times when the interviewer makes sure that there is nothing more in addition to her answers; the
respondent then scratches her neck and poses her response that there was nothing more to add.

As the interview continued, the respondent was able to share her observations on same sex relationship
which includes one of the residents of her household. It was observed that as she was revealing these information,
actions like clenching of lips and looking her fingernails were observed wherein she may have felt discomfort in
exposing those information. She was able to answer the questions asked of her and we did not have a hard time
dealing with her.

After 12 minutes of asking her sets of questions , we ended by saying thank you as she uttered thank you as
her reply for having the time to interview her. She waved to us as she left the room with a feeling of accomplishment
that she was able to finish the interview with us and being able to contribute to our study, it was indeed a success for
us.
Field Notes

Name of the interviewee: Ricky Sans

89
Date and time of the interview: December 19 2015 at 2pm

One fine afternoon before the day the Miss Universe Pageant had taken place on December 19, 2015, we
conducted an interview with a high school student wearing his casual attire with a wristwatch, white shirt and was
holding 2 informed consent form all throughout the course of the interview. He was on time as scheduled at around
2pm and we were in a classroom situated at the 2nd floor of the high school building adjacent where the high school
studio was located. We assigned roles during the interview. One to be the recorder on both sound and video and the
other one to conduct the said interview.

It was a warm greeting that surprised us while this particular student introducing himself as Ricky was
hiding in the high school garden recognizing us as the interviewers but we still have no idea that he was the one
whom we would be conducting the interview with. It was a surprise when he approached us broadly welcoming
himself and we asked him to join us upstairs to start the interview.

The interview started as we introduced ourselves to him and also reintroducing himself formally while
holding 2 pieces of paper which was the informed consent of the interview. A steady look and a smile thats how
we describe his responses towards answering the questions asked of him. His stuttering was inevitable maybe due to
his conscious awareness that everything was documented. He spoke with haste as if he was firing multiple shots to
the interviewer but his actions were relaxed and controlled. Shaking his wrist, putting his hands in his face and
fixing his shirt, pouting when he recalled situations on his life in relation to his experiences were the constant
actions he made as he critically thought and formulated his statements.

As the interview preceded, the respondent maintained a good eye contact. He may misinterpret some
questions but clarifies them if he did not understand. As minutes went by, he was able to get the gist of the interview
and felt more comfortable as he shared some of his experiences and the stories of other people he was able to
remember in relation to same sex relationships. There were times that both the interviewer and the respondent
enjoyed the moment of laughter as the respondent expressed some of his thoughts to the interviewer. He was
constantly transferring his hands on different edges of the paper during the whole course of the interview maybe to
help him think and formulate his thoughts.

The interview lasted for about 27 minutes and ended well and with a good note since there was a sense of
fulfillment on our part that we were able to get good information about the respondents experiences and thoughts.
We thanked Ricky for participating in the interview as he thanked us back for inviting him. He left the room with a
smile as he walked straight outside the school premises.

Field Notes

90
Name of the interviewee: Regine Gonzales
Date and time of the interview: January 7, 2016 at 3pm

It was a warm thursday afternoon of the 7th of January 2016, we went to the Domingo Lacson National
High school to accomplish the scheduled interview of the remaining participants for our qualitative research. We
went to their classroom and informed them about the designated location of the interview. The room we chose was
usually used as a classroom situated at the same building with the principals office at the second floor approximately
above the schools guidance office. We arranged the classroom so that it would be a comfortable setting for the
interview. A few minutes later one by one the interviewees came in for the scheduled interview.

One girl came in smiling as though showing that she was a bit shy. We immediately asked her if she was a
participant and she immediately affirmed. We guided her to a place near the window at the side facing the school's
main gate and then invited her to have a seat. Then we introduced ourselves with Frayne Marie Tampus as the
interview, Kim Penado as the camera man, and Gian Kevin Ladines as the sound recorder. We told her to be
comfortable and gave her instructions about the interview. She had blunted affect and slightly nods her head
showing that she understood the instructions while we are giving her the instructions. Her body posture and head
straightened and showed a fair amount of restriction in motion but her eyes does not maintain a proper longstanding
eye contact.

After the instructions we started off with the interview. During the starting moments of the interview she
had a slightly rigid sitting posture but her eyes still does not make a consistent good eye contact while answering.
She smiled intensely when she does not know how to answer and closes her eyes at times when she cannot
remember the question asked a few seconds earlier. While the interviewer asked questions the interviewee most
often would scratch her nose, face, or forehead. She would also fix her dangling hair, hold her face up by putting it
over and supported by her hands or wipe her outer eyelid while listening to the question. She would rarely pout her
mouth while listening to the question, drastically change sitting positions from facing the interviewer to facing a
different direction, rocking her chair, simulate hand movements. When asked about her relationship with the same
sex she folded her arms over the arm chair and gradually raised her hands to her mouth as though she was trying to
cover it while answering. At the later parts of the interview, she mostly seemed to inadequately questions which
suggest a lack of focus or a display of hesitation to answer such questions strongly on which the former option might
be more probable.

We ended the interview by giving her the assurance that the disclosed information will not be released to
anyone not involved in the research process. We gave the interviewee a sincere thank you for giving us her time to
participate in our research interview. She slowly left the interview room smiling in tight lip.

Field Notes
Name of the interviewee : Mary Michelle Montebon
Date and time of the interview: January 7, 2016 at 3pm
Hustle and bustle filled the four corners of the classroom of Domingo Lacson National High School
(DLNHS). Classes are still going on when we arrived at the school. The school campus was big with various

91
edifices containing classrooms, offices and wide open areas for recreational and ceremonial purposes. We
immediately proceeded to where the students were. After asking permission from their teachers or advisers, we
rounded up the remaining students to be interviewed. Among them was a lass named Mary Michelle Montebon. She
is of short stature but endowed with a fair complexion. Her hair was straight, of long length up to her chest, and of
dark coloration with prominent highlights of brown. She had an innocent look on her face. Like all students, she was
wearing the schools appropriate uniform. We introduced ourselves and guided her to a vacant classroom in the
second floor where the interview will commence. The room was nearly empty except for a teacher checking the
students papers. We politely asked the teacher to use the room for our interview to which she kindly agreed. We
settled in a particular corner of the room, conducive for the interview to begin. The room had good lighting, it was
neat, filled with wooden classroom chairs, contained a wide blackboard and a wooden teachers desk. The interview
was conducted, like the previous interview, using a sound and video recorder. An interviewer and an interviewee
will form the cornerstone of the conversation. Another person was assigned to record the entire conversation using
the aforementioned devices.
The interview with Mary Michelle started with her introducing herself. She is 16 years of age and is from
Barangay Banago, one of the many barrios that form the citys suburbs.
In the early part of the interview, she was able to show calmness and confidence exemplified by the way
she answers the question. When asked about her stand towards same-sex relationship, she answered with a big nod
of approval and in a strong declarative manner. To her, she emphasized, same-sex relationship is relatively okay. She
can tolerate people having relationship with their own sex. Basically, she doesnt give any big deal. Whilst, when
asked if she sees herself having a relationship with another girl, she showed a disgust look on her face and disagreed
with a nod. It will never happen, according to her. The gestures and expressions observed during this part of the
interview was her constant viewing of the interviewers green folder during giving out of the questions and the
frequent playing of her fingers or hands both while she listens and speaks. In spite of these, she remained on eye
contact with the interviewer for most of the conversation.
She was asked other questions like the source where she first encountered the word, and if she had known
someone who is in that kind of relationship be it a family member, a friend, or even an acquaintance. She claimed
that she heard the word a year ago in school. It was during a random conversation with her classmates relative who
happens to be in a relationship with the same-sex. When asked with the second question if she knew someone who
is in or who had a relation before, she nod in disagreement, claiming that she does not know somebody in that kind
of relationship.
The interview lasted for 13 minutes. Nearing the end of the interview, we asked her if she has other
questions or if she likes anything like to add to which she smiled and declined. Before we parting ways, we said our
thanks for being one of the respondents. In addition, we asked her for one simple request, which was to be able to
contact her, again, in case imminent and important questions arise. She conformed with a smiling nod of approval.
Predominant non-verbal actions observed were the playing of fingers and the constant looking at the green
folder of the interviewer. Giggles and laughs were seldom heard so is the case of scratching or fixing the hair; and
the use of slang words. She gets easily distracted, especially if someone passed by her; though she remained in eye
contact with the interviewer along the course of the interview.
We ended the interview with the assurance that the information disclosed will never be known by anyone
not involved in our research. We gave each other our sincere thank you and smiled as she went out of the interview
room together with her friend named Kayla Hablero.

Field Notes
Name of the interviewee: Loraine Sanchez
Date and time of the interview: December 21, 2015
I have that day in interviewing fourth year junior high schoolers or grade ten students of Domingo Lacson
National High School (DLNHS) as part of our qualitative research in Family and Community Medicine subject.

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As the warmth of the noontime day peaked, we transferred to the second floor of a particular building
where the schools Physical Education room is located. It was cooler, spacious, had satisfactory lighting, and was
abounded with mirrors on one side. All in all, it looked conducive for interviewing, so we finally decided to use the
room instead.
A tricycle stopped in front of the school gate. It was already three in the afternoon. Two persons got out
from the vehicle. Though a bit sleepy, we approached them. It was one of the students. Finally, and without further
talk, we immediately introduced ourselves and went straight back to the room to conduct the interview. The
interview consisted of the interviewer and the interviewee. Their conversation was recorded in video via a video
camera; and in sound using an audio recorder. The interviewer will ask the questions, and the respondent will try his
best to come up with an answer. Recording will be done by one of the members of the group.
Just as when the interview neared its conclusion, a girl wearing leopard inspired rainbow shirt, jeans, and
flat shoes came inside the room. She is short in stature, having a brown complexion, and has hair that crawled up
like vines right up to her thorax. She looked frantic and in a hurry but possesses a friendly vibe. She introduced
herself as Loraine Sanchez, a 15-year-old and a grade ten pupil of the aforementioned institution. In the course of
the interview, she would claim herself a devout Roman Catholic Christian. When asked about her stand on same-sex
relationship, she smiled, giggled, searched for composure and then confidently stated her opposition to such kind of
action.
Other questions asked included the source where she first encountered the word, and if she had known
someone who is or was in that kind of relationship. In declarative manner, she claimed first hearing the word in her
community when she was around 12 years old. It was due to a neighbor gossiping, one night, about a particular
person who is in a relationship with his own sex.
As for the latter question, she did claim knowing somebody in relationship with the same sex, but her
hesitance to expound more of the details was apparent as her giggling became more prevalent and her eye contact
diminished. Her use of slang words like char, che, and charot became present right after answering the
follow-up questions in connection to the latter question.
The interview lasted for 16 minutes. Nearing the end of the interview, she admitted her objection to
continue asking her questions. We complied and then thank her for her time. Before parting ways, we asked for one
simple request, which was to be able to contact her, again, in case imminent and important questions arise, to which
she conformed with a smile and a nod. We offered her a meal from a nearby fast-food establishment as a final act of
our gratitude.
Loraine executed numerous non-verbal actions like nodding her head in agreement or otherwise. Another
action that was present throughout much of the interview was her apparent playing of her cellphone. Throughout
much of it, she would manipulate her phone from one hand to another with the presence of circular motions. Much
of this action is manifested while speaking with noticeable times when the interviewer asks.

For most of the conversation, she would not fail to retain eye contact with the interviewer except in the
latter part of the interview where she would also frequent herself in scratching her head, resort to giggling cover her
mouth while talking and even laugh at her own answers.
We ended the interview giving our sincere thank you for spending her spare time with us and she smiled
back
Field Notes
Name of the interviewee: Kiefer
Date and time of the interview: Januart 7, 2016 at 3pm
It was January 7, 2016 and a warm thrusday afternoon. It was a busy school day for the students of
Domingo Lacson National High School. The respondents name was Kiefer and we fetched him at his classroom.

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We introduced ourselves individually to Kiefer and guided him to a vacant classroom in the second floor where the
interview will be conducted. The room showed no traces of students but was occupied by a teacher checking her
students papers. We politely asked the teacher if we could use the room for interview and she kindly allowed us to
do so. We made use of the corner of the room as a suitable area to start the interview. The room had good lighting, it
was neat, filled with wooden school chairs, contained a blackboard and a teachers desk. The interview was
conducted only between the interviewer, sound/video recorder and the respondent.

He is 18 years old and he was dressed in his school uniform (white barong, brown slacks, school ID, and
blacks leather shoes). He was slim, had brown-colored skin, straight hair, had a gloomy kind of personality. He
seemed serious but ready for the interview. The interviewer was Aristotle Edralin and the sound/video recorder was
Michael Braun. Kiefer showed signs of nervousness and a flat affect. He answered the questions in a straightforward
manner and with honesty by talking about the issues about same-sex relationship concerning his sister and her
girlfriend that stay at their house. He firmly believes that it is wrong to engage in same-sex relationships especially
if it is between two men but he finds it slightly okay if it is between two women which may be in fact supported by
the fact that his sister has a girlfriend and he respects his sister for her decision. During the interview, he depicted
non-verbal actions such as playing with his ballpen, leg tapping, eye movements in different directions, scratching
his head and playing with his wristband. He was serious allthroughout the interview but towards the end he slips out
a joke and he smiled.

Based from what we observed from the 17-minute interview, whenever questions about same-sex
relationship surface he would play with the ballpen and rapidly tap his leg. We believe that these actions predict
signs of uneasiness and probable sensitivity in a sense that it involves his sister and the community. He is not a fan
of same-sex relationship but he respects and loves his sister which made him somehow open-minded to this social
issue. He also said that it does not affect him when there are people having same-sex relationship in his surrounding
except with his sister when she and her girlfriend fight, it affects him emotionally. He has a strong stand on what he
believes is morally right and he is well-equipped with ideas about these socially-sensitive issues. The interview
ended with a sense of content and we exchanged words of gratitude. Kiefer was grateful for contributing to our
research and he left the room with a smile on his face.

Field Notes
Name of the interviewee: Kayla Hablero
Date and Time of the interview: January 7, 2016 at 3pm
January 7, 2016 a sunny thursday afternoon, the day we planned to interview the remaining participants for
our qualitative research. We went to the school of our participants then informed them about the designated location
of the interview. The room is usually used as a classroom situated at the same building with the principals office at
the second floor approximately above the schools guidance office. We waited about ten minutes until one by one the

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interviewees came in for the scheduled interview.
Two girls came in and one of the girl went to us smiling as though she was happy and excited to have the
interview. We immediately assumed she was a participant and we asked her if she was, and she answered yes. We
introduced ourselves with Rholter Dave Lee as the interview, Rhodney Canada as the camera man, and Francis John
Dudero as the sound recorder. We then invited her to have a seat and gave her instructions about the interview. She
kept on smiling and nodding which seems to indicate she understood the instructions and would happily participate
in the interview.
We readied ourselves then went off and conducted the interview. She mostly used hand gestures while
trying to give answers to our questions. There were several instances where she glanced at her fingernails, rubbed
her fingers or both hands, and simulations of wristwatch manipulations while expounding her answers. She
generally maintains good eye contact and showed appropriate responses except in instances where she answers
questions while looking outside or sometimes looking at the ceiling.
We ended the interview in a good note. We smiled with each other and gave the interviewee a huge and
sincere thank you for giving us her time to participate in our research interview. She left the interview room with her
friend named Mary Michelle also her companion.

Field Notes

Name of the interviewee: John Gabriel Claro

Date and time of the interview: January 7, 2016 at 3pm

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Not to long ago on the 7th of January 2016, at around 3 in the afternoon where the sun was shining quite
brightly and the flare of its heat was quite apparent. We orchestrated the much-awaited interview of the Grade 10
students who quite ungrudgingly submitted themselves for an interview on topics related to same-sex relationships.
The interview took place on the 2nd floor right above the schools guidance office. We grouped ourselves into 3 and
oriented ourselves to roles of being either: the sound recorder, video recorder or the very person conducting the
interview. The interviews usually took us an average of approximately 15 minutes.
It took about 15 minutes for us to set-up the tables and chairs and to just get settled in when the students started
arriving and immediately they were assigned to their respective interviewers.

Not long after the interviewers were settled, a teenage guy with a large build, tan skin tone having frisky
hair wearing a black rubber watch on his left hand and holding his white cellphone on the other entered the room
while chewing gum looking somewhat with a tough demeanor. He also wore his ID and some type of fancy pen
around his neck. We then seated him in the chairs near the rooms exit, where the interview took place.

As the interview commenced, the people who were involved in conducting such introduced themselves and
the topic properly at a very friendly and welcoming tone. He seemed not at all troubled or pressured and actually
looked quite gallant enough to answer the questions coming his way.

All throughout the interview, the interviewee continued to chew his gum and seemed to chew it quite
briskly when he encountered questions that seemed to him required a considerable amount of thinking. He also kept
on playing with his phone, with his right hand, spinning it in place as if it were some sort of Swiss knife, he also did
such when it seemed that he had some difficulty expressing his thoughts verbally. But overall though the interviewee
addressed the questions accurately, despite his somewhat shy demeanor in expressing himself through word of
mouth.

We ended the interview at a very congenial manner, having been satisfied of the respondents answers, as
we deemed it ingenuous and on-point while having the respondent in comfortable situation.

Field Notes

Name of the interviewee: Jennella

Date and time of the interview: December 21, 2015 at 10am
It was December 21, 2015 and it was a typical monday morning which was set for an interview with our

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respondent named Jennella for our qualitative research. The timing of the interview was quite convenient due to the
fact that it was the holiday season. The setting for the interview was a spacious classroom at Domingo Lacson
National High School with good lighting, suitable plastic chairs, and no other irrelevant persons were within the
vicinity. The interview was conducted only between the interviewer, sound/video recorder and the respondent.
She is 16 years old, well-groomed, appropriately dressed, wavy-haired, light-brown in skin color, average
in height, and had a happy kind of personality. She was at first hesitant to approach us and showed signs of anxiety
so we greeted the respondent with a warm welcome and introduced ourselves and she confirmed her identity with us
and began to show interest towards us. The interviewer was Frayne Marie Tampus and the sound/video recorder was
Aristotle Edralin. Frayne developed rapport with the Jennella and then started the interview with an introduction of
our topic which was about same-sex relationship. During the course of the interview, Jennella was quite anxious,
smiled frequently, and seemed very careful or reserved in answering questions. These observations are
complimented by non-verbal actions such as inability to maintain eye contact by looking upwards to the ceiling, the
back and forth movements of hands on her thighs, the fixing of her hair, holding her waist, and by scratching
specific parts of her face. Towards the middle part of the interview, she began to show signs of interest, solace, and
ease by telling more about the sensitive matters involving her family and friends without any hesitation.
Based from what we have observed, we have noted that she would move her hands back and forth on her
thighs whenever it involved her younger brother who had a relationship with a boy as well. We can see that she truly
concern and wants to change her brother for the better. She was a firm believer of the Bible and she knows what is
morally good that is why she always tried to advice her brother to not engage in a relationship with a man. She has a
strong conviction because she neglects the bad influences the environment or community imposes on her. She knows
how to sort out information she gets from her friends, and media by having an idea of the topics on premarital sex,
contraception and same-sex relationships and at the same applying her moral values on these ideas.
The interview ended with a duration of 28 minutes.

Field Notes

Name of the interviewee: Jan Marie

Date and time of the interview: January 7, 2016 at 3pm

7th of January 2016, at around 3 in a sunny afternoon we (the researchers) orchestrated the much-anticipated
interview of the Grade 10 students who quite voluntarily submitted themselves for an interview on topics related to
same-sex relationships. The interview took place on the 2nd floor right above the schools guidance office. We

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grouped ourselves into 3 and oriented ourselves to roles of being either: the sound recorder, video recorder or the
person conducting the interview. The interview took approximately 16 minutes. It took about 15 minutes for us to
set-up the tables and chairs and to just get settled in when the students started arriving and immediately they were
assigned to their respective interviewers.

Her name was Jan Marie, a light- built girl with thin, frisky blond dyed hair. She wore a printed T-shirt and
some-sort of tribal type fashion necklace around her neck and a black rubber watch on her left wrist that made here
seem visually quite a tough girl.

She appeared to be very comfortable since the start of the interview, as she was briefed ahead of time of
what could possibly transpire during the said fixture and even more, was made to smile as the interviewer with the
friendly and very welcoming tone of voice assured her of the interviews confidentiality. She also seemed to be very
attentive as she squints her eyebrows and makes eye contact to the interviewer, when the interviewer asked each
question, as if she genuinely wanted to understand and analyze the questions in a methodically intellectual manner.
Our observation and presuppositions of her action as quite the academe, did not at all fall flat on us as she answered
very intellectually with quite the confidence in delivering such information to us. She did not demonstrate much
hand-gestures throughout the interview as she was either holding on to her I.D. or clasping her hands together while
speaking and thinking.

We ended the interview at a very lighthearted note owing to the fact that both sides were satisfied of the
clarity and ease of the interview.