CHAPTER 1 To 5

General De Jesus College
San Isidro, Nueva Ecija
Effects of Discrimination
Among selected LGBT
Senior High School Students
of General de Jesus College,
Academic Year 2018-2019

Members:
Nicole Angelique Pangilinan
Frans Angeline Yakit
Regine Cullado
Akina Giron
Rhea Flores
Mark Anthony Lagdamin
Emmanuel Punzalan
Kenjie Tecson
CHAPTER 1
The Problem and its Background
INTRODUCTION
"We hold these truths to be self-evident, that all men are
created equal, that they are endowed by their Creator with
certain unalienable rights, that among these are life, liberty
and the pursuit of happiness."
- Thomas Jefferson
Outside the home, schools are the primary vehicles for
educating, socializing, developing and providing services to
the youth. According to Human Rights Watch (2016), schools can
be difficult environments for students, regardless of their
sexual orientation or gender identity, but they are often
unwelcoming especially for lesbian, gay, bisexual and
transgender (LGBT) youth. They also added that, lack of policies
and practices that affirm and support LGBT youth and failure
to implement protections that do exist, means that LGBT students
nationwide continue to suffer from discrimination in schools.
According to American Psychological Association(2017),
sexual orientation refers to an enduring pattern of emotional,
romantic and/or sexual attractions to men, women or both sexes.

1
One’s sexuality orientations depends on whether he or she is
attracted towards: his or her own sex, the opposite sex, the
same & opposite sex. Among these various sexual orientations,
a community called LGBT community is formulated.
The acronym LGBT stands for lesbian, gay, bisexual and
transgender. Heartland Alliance(2012)defined these 4 words as
the term lesbian is used to describe a woman whose enduring
physical, romantic, and/or emotional attraction to other women.
Gay is a word that is used to describe a man who has a physical,
romantic, and/or emotional attraction to other men. Bisexual
describes an individual who is physically, romantically, and/or
emotionally attracted to both men and women. And transgender
is an umbrella term for people whose gender identity and/or
gender expression differs from the sex they were assigned at
birth.
Over the years, many people came out and showed their real
sexual orientation. Therefore, discrimination among these
people arose. According to Attorney Sachi Barreiro (2019),sexual
orientation discrimination is the unequal treatment of the
community because of one's sexual orientation. It includes being
harassed and treated differently because of his/her real or
perceived sexual orientation.

2
Nowadays, schools are primary places where most LGBTQ youth
spend most of their time. Yet, schools present a major dilemma
for youth who traverse them each day.Ryan Thoreson (2017)
stated that schools should be safe places for everyone, but
nowadays, students who are lesbian, gay, bisexual, and
transgender (LGBT) too often find that their schooling
experience is full of bullying, discrimination,and in some cases,
physical or sexual assault. These abuses can cause deep and
lasting harm to these students.
According to Darrel Higa(2014),LGBT youth experience verbal
or physical harassment at school because of being identified
as LGBTQ. Youth described verbal harassment such as being called
names, hearing derogatory labels or phrases, while physical
harassment includes being pushed, bullied and beaten up. J. Cole
(2013) mentions that there is a higher rate of abuse, neglect,
and discrimination against LGBT youths than straight youths.
He also added that the word “faggot” is often used by anti-gay
peers to terrorize LGBT youths.
Discrimination and harassment faced by these LGBT youth
greatly impacts their mental health and emotional health.
According to Russel and Fish (2016), perceptions and how other
people see and treat them as an individual is a great factor

3
on their health. According to the U.S. Department of Health and
Human Services, as cited in "Today's Gay Youths", suicide is
the leading cause of death among gay and lesbian youths. Gay
and lesbian youths are 2 to 6 times more likely to attempt suicide
than heterosexual youth. And over 30% of all reported teen
suicides each year are committed by gay and lesbian.
Namely, schools are a setting in which LGBTQ youth both remain
at risk for experiencing adversity, but at the same time they
are also one in which LGBTQ youth could receive critical support
and resources from their peers and adults. According to Ryan
Huebner (2009),family and peer acceptance of LGBT adolescents
is associated with positive young adult mental and physical
health.
With these circumstances, it is true that the problem does
not lie with the LGBT individuals, but with the attitudes and
behavior of the society around them. True to this, sexual
orientation discrimination is one of those important matters
we should focus our attentions to. Awareness and acceptance to
this matter is greatly needed to reduce harm to LGBT youth
members.
This research is conducted to enhance and promote shared
understanding of equality and the state of LGBT youth on school

4
campuses. This paper also aims to elaborate impacts of different
discrimination to LGBT youth and to explore various actions that
can and should be taken by students to help these youths live
a normal and happy life.
CONCEPTUAL FRAMEWORK:
This study is based on Stephen Russel and Jessica Fish’s
concept about the Mental Health in Lesbian, Gay, Bisexual, and
Transgender Youth (2016), where they stated that today’s LGBT
youth members come out at younger ages and that public support
for LGBT issues has dramatically increased but still LGBT youth
continue to be at a high risk for compromised mental health and
discrimination.
According to them, it is normal for youth to develop an
understanding of sexual orientation and identity. Today’s youth
come out at younger ages compared before. Some came out as adults
and young adults, often after they were financially and legally
independent, and when they were fully matured and experienced
in life.
Coming out is associated with positive adjustment for adults,
yet for youth, coming out is often a risk factor for
discrimination and victimization. Russel and Fish also mentioned
that perceptions and how other people see them as an individual

5
is a great factor on how they see themselves and on their mental
and emotional health. It was really stressful for LGBT youth
to come out because of the fear to be judged and discriminated.
Russel and fish also stated that, the role of adults is to
support youth to think carefully about how they come out. Rather
than come out through social media or to many people at once.
They should begin with people they trust, they can build a network
of support, which can be help them develop better mental health
towards their sexual orientation.
According Darrel Higa, Marilyn J. Hoppe, and Sarah Mountz in
their concept, Negative and Positive Factors Associated with
the Well-being of Lesbian, Gay, Bisexual, Transgender, Queer,
and Questioning (LGBTQ) Youth (2014), they experience verbal
or physical harassment at school because of being identified
as LGBTQ. Youth described verbal harassment such as being called
names, hearing derogatory labels or phrases such as “faggot”
or “that's so gay,” being sworn at, and being told one is going
to hell for being LGBTQ. Youth also reported experiencing,
hearing about or witnessing physical harassment such as being
pushed, bullied, beaten up, or having food thrown at them when
they were identified as LGBTQ.

6
INPUT:
 Profile of the
selected LGBT Senior
High School students
Experiences of the
respondents
PROCESS:
Survey
Questionnaires
Live Interviews
Audio Recordings
OUTPUT:
Determining the effects
of discrimination to LGBT
students
A blog/website showing

awareness to the situation
of LGBT youth and persuade
them to accept the LGBT
community.
Figure 1. Paradigm
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STATEMENT OF THE PROBLEM
Nowadays, the lesbian, gay, bisexual, transgender (LGBT)
community has overcome great problems and obstacles in its fight
for acceptance and equality. The newest challenge has become
the poor mental health of the LGBT youth because of
discrimination. The objective of this study is to determine the
effects of discrimination to selected Grade 11 and 12 students
of General de Jesus College.
Specifically, this study is conducted in order to provide
relevant answers to the following questions:
1. How may the profile of the respondents be described in terms
of:
1.1 Age, and;
1.2 Sexual Orientation?
2. How did the respondents come out to people around them,
specifically in the following:
2.1 Family, and;
2.2 Friends?
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3. How did coming out of the respondent are affected in terms
of:
3.1 Stress, and;
3.2 Fear to be judged and discriminated?
4. What are the motivations of the respondents in coming out?
5. How may the experiences of the respondents be described in
terms of:
5.1 Verbal harassment,
5.2 Physical harassment,
5.3 Cyberbullying,
6.4 Graffiti / Vandalism and;
5.5 Sexual Assault?
6. How may the mental and emotional climate of the respondents
be described in terms of:
6.1 Home,
6.2 School, and;
6.3 Community?
7. How may the effects of discrimination in LGBT youth be
described in terms of:

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7.1 Mental health, and;
7.2 Emotional distress
7.2.1 Self harm, and;
7.2.2 Suicidal ideations?
8. How did the people around the respondents, specifically their
families, help them develop their emotional and mental
well-being despite their sexuality?
9. How did the perceptions of other people affect how the
respondents view themselves?
SIGNIFICANCE OF THE STUDY
LGBT Community - Discrimination among them is greatly known
in all countries. Through this study, the members of the LGBT
community will relate to each others experience and will know
how they feel. This research will help them grasp that it is
not only themselves who suffer from this kind of treatment. They
get to see a wider picture of the occurrence of harassment and
discrimination of lesbians, gays, bisexuals and transgenders.
Students - It is not a mystery in the minds of these students
that there is a discrimination happening among members LGBT

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community in their school. Therefore, this study aims to awaken
these students on how much suffering these lesbians, gays,
bisexuals and transgenders are going through. This study aims
to open the eyes of the students to stop discriminating and if
not, promote the elimination of such actions.
Teachers- Awareness of their students' emotions and mental
health is a must for professional teachers. One must not only
look at a student's physical health but most important, their
feelings and mental well-being. This study will make the teachers
understand the discrimination happening among lesbians, gays,
bisexuals and transgenders better. By this,it will be easier
for the teachers to think of a way on how to approach their
students and to be a helping hand to them as well.
Researchers– The researchers will be the ones who will truly
benefit from this study. As for them, they will acquire full
knowledge and understanding about how discrimination among
lesbians, gays, bisexuals and transgenders has overspread in
their school. Because they conducted this research, they gained
apprehension on what these LGBT community members feel and be
able to put themselves in their shoes to lead in stopping the
progression of these actions.

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Future researchers - This will not just benefit the students,
teachers, researchers and LGBT community members but also the
future researchers. This will act as a great help for the future
generation researchers, since it will serve as a guide for them.
They will be provided with proficient knowledge about the history
of discrimination among these pupils which are present in the
researchers’ generation, therefore comparing the
discrimination of lesbian, gays, bisexual and transgenders
experienced in their generation.
SCOPE AND DELIMITATION
Out of all the Senior High School students of General de Jesus
College, nine (9) selected pupils were used in conducting the
interview. These students are selected according to their sexual
orientations. Three of them are gays, three are lesbians and
three are bisexuals. This study however focuses on some selected
members of the LGBT community members, specifically gays,
lesbians and bisexuals. Since transgenders are not present in
the campus due to their young ages which makes them unable to
undergo such surgeries yet. These pupils are chosen to
participate in this study due to the fact that they are the most
reliable persons to know the experience of discrimination and

12
harassment. This study is centered on some selected students
which are handful to give the true reflection of their suffering.
The interview is conducted inside the campus of General de
Jesus College. The focus of the study is to determine how much
discrimination and harassment these LGBT youth experience. Each
respondent was asked the questions that the researches have
prepared in a private conservation to ensure the
confidentiality of the information.
DEFINITION OF TERMS
 Bisexual- a person who is sexually attracted not exclusively
to people of one particular gender; attracted to both men and
women.
 Depression- a common and serious medical illness that
negatively affects how you feel, the way you think and how
you act.
 Derogatory-showing a critical or disrespectful attitude.
 Discrimination- treatment or consideration of, or making a
distinction towards, a person based on the group, class, or
category to which the person is perceived to belong. These
include age, colour, criminal record, height, disability,

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ethnicity, family status, gender identity, generation,
genetic characteristics, marital status, nationality, race,
religion, sex, and sexual orientation.
 Faggot- often shortened to fag, is a pejorative term used
chiefly in North America primarily to refer to a gay male.
 Gay- a term that primarily refers to a homosexual person or
the trait of being homosexual
 Gender- the range of characteristics pertaining to, and
differentiating between, masculinity and femininity.
 Harassment- covers a wide range of behaviors of an offensive
nature. It is commonly understood as behavior that demeans,
humiliates or embarrasses a person, and it is
characteristically identified by its unlikelihood in terms
of social and moral reasonableness.
 Homophobia- encompasses a range of negative attitudes and
feelings toward homosexuality or people who are identified
or perceived as being lesbian, gay, bisexual or transgender
(LGBT).
 Lesbian- a woman who is attracted to another woman; this
attraction can be physical, emotional or sexual.

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 LGBT- is an initialism that stands for lesbian, gay, bisexual,
and transgender
 Mental health- includes our emotional, psychological, and
social well-being. It affects how we think, feel, and act.
 Queer- denoting or relating to a sexual or gender identity
that does not correspond to established ideas of sexuality
and gender, especially heterosexual norms.
 Sexual orientation- it is about who you’re attracted to and
want to have relationships with. It includes gay, lesbian,
straight, bisexual, and asexual.
 Sexuality- a person's sexual orientation or preference.
 Suicide-he act of killing yourself intentionally
 Transgender- a term used to describe people whose gender
identity differs from the sex they were assigned at birth.

CHAPTER 2
Review of Related Literature and Studies
This chapter presents the related literature and studies
after the thorough and in-depth search done by the
researchers.The literature is divided in to two types, the
foreign and local literature.
Foreign Literature
Equal Opportunities Commission(2017)defined discrimination
as the treatment to a person unfairly because of who they are
or because they possess certain characteristics. One’s sexual
orientation is enough for a person to experience discrimination.
According to Attorney Sachi Barreiro(2019),sexual orientation
discrimination is the unequal treatment of the community because
of one's sexual orientation. It includes being harassed and
treated differently because of his/her real or perceived sexual
orientation.
Discrimination is a part of the school experiences of many
students, regardless of sexual orientation or gender identity.
But the experience can be more difficult for LGBT students, who
often struggle to make sense of their identities, lack support
from family and friends, and encounter negative messaging about
LGBT people at school(Human Rights Watch,2016).

1
According to Mental Health in Lesbian, Gay, Bisexual, and
Transgender Youth (2016) by Stephen Russel and Jessica Fish,
LGBT youth members come out at younger ages and that public
support for LGBT issues has dramatically increased but still
LGBT youth continue to be at a high risk for compromised mental
health and discrimination.Family and peer acceptance of LGBT
adolescents results to positive young adult mental and physical
health. Interventions that promote mental parental acceptance
of LGBT are needed to reduce health disparties(Rosario et
al.,2009).
Based on “Lesbian, Gay, Bisexual and Transgender Youth Talk
about Experiencing and Coping with School Violence: A
Qualitative Study” (Grossman et al., 2009), most members of the
LGBT community disclosed and hid their sexual orientation for
years.It took this long for them to accept themselves and to
disclose it to other people because they know that not all people
are open minded to this topic.In schools, people were aware of
the happenings and still continued to ignore the problem, which
made it harder for the members of the LGBT Community to cope
up with their feelings.
All members of LGBT’s subgroups are subjected to similar
prejudices rooted in beliefs and traditions about sexuality and

2
gender. They are more likely to experience intolerance,
discrimination and harassment(Chatterjee Subharajit,2014).
According to Darrel Higa et al.,(2014), LGBT youth experiences
verbal and physical harassment, youth described verbal
harassment such as being called names, hearing derogatory labels
or phrases, while physical harassment includes being pushed,
bullied, beaten up, or having food thrown at them.
According to Blackman (2016) many people are guilty of
discrimination against LGBT youths, whether consciously or
unconsciously.These discrimination affect the LGBT youths in
ways which can lead them to depression, their downfall and their
death. Discrimination is accounted to the increase depressive
symptomatology among LGBT males or females,and accounted for
an elevated risk of self-harm and suicidal ideations.
Discrimination like this is likely a contributor to emotional
distress among LGBT youth(Almedia et al.,2008).
Local Literature
The LGBT or Lesbian, gay, bisexual, and transgender in the
Philippines are known for having a distinctive, influential
culture however they are bounded to discrimination(San Beda
College,2017).Throughout Philippine history, homosexual
behavior has already existed and people are discriminated for

3
loving a person in the opposite sex. Homosexuality can be traced
back in the ancient Greece. During those times, however,
homosexuality has been seen as a sin and has been widely condemned.
Judaism and Christianity view homosexuality as a sin. During
the Spanish era, homosexuality was seen as a sin and during the
Americans; it is regarded as an illness (Revadulla,2011).
According to the research made by Human Rights Watch(2017)
in the Philippines, whether it takes physical, verbal, in person
or on social media, bullying endangers the safety, health, and
education of LGBT youth. It is stated in this study that among
young LGBT people, “low self-esteem and poor self acceptance,
combined with discrimination was also linked to destructive
coping behaviors such as isolation and depression.”
The most common form of bullying that LGBT students reported
in interviews with Human Rights Watch was verbal harassment.
This included chants of “ bakla , bakla ,” “ bayot , bayot ,”
“tomboy,” or “ tibo ,” using local terms for gay, lesbian, or
transgender students in a mocking fashion.According to Ginolos
(2017), members of the LGBT Community have become uncomfortable
of who they are and some are shutting themselves from society
due to verbal abuse.He also stated that this is the most common
form of harassment (discrimination) LGBT encounters.

4
Ever since then, people have always discriminated the LGBT
community just because they are different from us. It is a harsh
treatment for like anyone else—they are also just humans and
should be treated equally. Being a lesbian, gay, bisexual, and
transgender should not be something to be ashamed of because
that is who they are and that is what they are. People should
not just handpick the people that they want to respect—everyone
deserves to be respected and the LGBT community is no different.
To have peace, one must accept one another and love one another.
The world would remain cruel and ruthless if people in this world
would not change for the better(Ginolos et al.,2017).
Related Studies
Even though there is an increasing acceptance of LGBTI people
in society and greater visibility in the media and public life,
many LGBTI people still experience discrimination, harassment
and violence at work, school and in social situations.(Beyond
Blue Support Service,2017).
According to DoSomething Organization (2014), 42% of people
who are LGBT report living in an unwelcoming environment.
80% of gay and lesbian youth report severe social isolation.

5
6 in 10 LGBT students report feeling unsafe at school because
of their sexual orientation. While non-LGBT students struggle
most with school classes, exams, and work, their LGBT peers say
the biggest problem they face is unaccepting families.
The Victorian Gay & Lesbian Rights Lobby (2008)stated that
390 gay, lesbian, bisexual and transgender found that there are
one out of seven reported living in fear of homophobic
violence.And based on The Guardian (2014), 34% of lesbian, gay,
bisexual and transgender people in the UK choose not to disclose
their sexuality. They hide their private lives from colleagues
and clients for fear of homophobia.According to Human Rights
Campaign’s report (2016),4 in 10 LGBT youth (42%) say the
community in which they live is not accepting of LGBT people.
LGBT youth are twice as likely as their peers to say they have
been physically assaulted, kicked or shoved at. LGBT youth come
out to their family are more likely to report being happy than
who are not out.
LGBT youth are the target of much discrimination, both in
school and online. 35% of them have received threats online,
58% say something bad is said to them or about them online, 33%
report sexual harassment online, and 20% report receiving
harassing text messages from other students. These numbers are

6
about three to four times higher than other student’s
experiences(GLSEN Organization, 2014).
According to data from the national Youth Risk Behavior
Survey(2015), of surveyed LGB students: 10% were threatened or
injured with a weapon on school property,34% were bullied on
school property and 28% were bullied electronically. And around
60% had suffered verbal abuse because of their sexuality, 18%
suffered physical assault and 69% suffered other forms of
homophobia such as rumours and graffiti (Australian Human Rights
Commission,2010).
Human Rights Watch (2015) reported the conduction of
interviews and group discussions in 10 cities on the major
islands of the Philippines. It examines three broad areas in
which LGBT students encounter bullying,harassment and
discrimination on the basis of sexual orientation and gender
identity.It came out that verbal bullying appeared to be the
most prevalent problem that LGBT students faced and that physical
bullying and harassment were also worryingly common—and while
students were most often the culprits, teachers ignored or
participated in bullying as well. The effects of this bullying
were devastating to the youth who were targeted.

7
Based on the studies carried out in the United States by the
World Economic Forum (2016) ,between half and two thirds of LGBT
students are regularly bullied at school and up to a third skip
school to escape harassment. Many LGBT youth, bullied at school
and rejected at home, end up homeless.This study found that gay
and lesbian young people are four times more likely to
contemplate or attempt suicide, compared with the general
population – while trans youth are ten times more likely to do
so. RaRE research (2015) also added that more than two in five
trans young people have attempted to take their own life, as
have one in five lesbian, gay, and bisexual students who aren’t
transgenders
According to Beyond Blue Support Service (2017), experiences
with discrimination and stigmatization of LGBT can lead to a
higher likelihood of emotional distress, depression and anxiety.
People can often feel pressured to fit in with society's
conventional ideas of being male or female. Those who don't fit
the mould can be subjected to ridicule, intimidation and even
physical abuse.
According to Stonewall’s school report (2010). Nearly 45% of
LGBT pupils are bullied for being LGBT in Britain’s schools.
This is down from 55% of lesbian, gay and bisexual who experienced
8
bullying because of their sexual orientation. Nacosa (2015) also
stated that homophobia, stigmatization and discrimination
against LGBTI students led to lower levels of educational
attainment and affected their access to health resources.
A latest study conducted by Metcalf (2016), provides some
evidences of discrimination that LGBT is experiencing in schools.
Incidence of bullying was tackled in their study and it revealed
that it is widespread in schools.
Synthesis
To sum it all up, discrimination in the LGBT youth do exist
and almost all of the discrimination started in schools, based
on the related studies and literature. The researchers on the
related literature presents that discrimination among LGBT
students affects them,even if its physical, verbal or any type
of harassment. And their mental and emotional health are affected
mostly because of lack of support of peers and family that may
lead to depression and suicidal ideations.

CHAPTER 3
METHODOLOGY
This chapter contains the research design used in conducting
this study including the research locale, the sample and sampling
procedures, description of the respondents, and the data
gathering techniques used to collect the data and information
for the research about the effects of discrimination in LGBT
youths.
Research Design
This study investigated the discrimination happening among
LGBT youths and how it affects them. A qualitative research was
conducted in order to gather information from the LGBT members
inside the school campus. This research used the qualitative
type for the researchers to acquire knowledge about the topic
through collecting data from the respondents.
In Practical Research 1, Qualitative research was described
as a process of naturalistic inquiry that seeks in-depth of
understanding social phenomena within their natural setting.
It focuses on the “why” rather than the “what” of social phenomena
and relies on the direct experiences of human-beings as
meaning-making agents in their everyday lives. Moreover,
Qualitative data collection consists of gathering data through

1
the use of forms with general, emerging questions to permit
the participant to generate responses (Creswell, 2012).
Furthermore, this involved collecting the data which were
collected from the researchers’ questionnaires given to the
respondents through interview.
In this study, a case study, type of qualitative method, which
is a type of qualitative research in which investigators explore
a real-life, contemporary bounded system (a case) over time,
through in-depth data collection(Creswell,2013),is used as the
basis of this research paper to conduct a descriptive qualitative
research on the LGBT community in General de Jesus College. It
focuses on a specific group of individuals such as the LGBT
community which is the subject of this Case Study.
In summary, qualitative research and a case study complements
each other in exploring the effects of discrimination to LGBT
youth responses in this study.
This method was chosen by the researchers in order to gather
first hand data and information from the respondents that are
important in formulating useful and accurate conclusions and
recommendations.
2
Research Locale
The researchers conducted this research in General de Jesus
College which is located at Vallarta St. San Isidro, 3106 Nueva
Ecija, Philippines. It is a private non-secretarian school that
was founded in 1946 and formerly known as General de Jesus
Academy.
After the World War II which ended in 1945, General de Jesus
Academy was founded by prominent citizens of the town, namely
Paz Policarpio-Mendez, Soledad Medina, Francisco Narcsisco,
Teofilo Abello and Ricardo Odulio. The school was named after
San Isidro’s hero General Simeon de Jesus who was executed by
Japanese in Fort Santiago,and he was one of the most
distinguished graduates of the Philippine Constabulary Academy,
which is now known as Philippine Military Academy.
The school opened in June 1946 in a rented building which was
the former residence of the Moreno family. It started with seven
teachers, including the principal, and 255 students from first
to fourth year.
From the year 1946 to 1977, the school operated only the
academic secondary course. The first courses offered during the
school year 1978-1979 was Liberal Arts. In 1992, the pre-school
and the elementary departments were built with the goal to serve
3
the community. General de Jesus Academy was converted into
colllege when the Securities and Exchange Commission (SEC)
approved the change in status on August 28,1997 and the school
from then has been known as General de Jesus College.
In the DECS list of 300 Top Performing Colleges and
Universities in 1992 PBET (Professional Board Examination for
Teachers) General de Jesus College obtained a national rank of
144 and a regional rank 24. It ranked second in Nueva Ecija,
having Central Luzon State University on the first rank. Its
high school department was chosen in 1996 as the Most Effective
High School in the Division of Nueva Ecija.
The core value of General de Jesus College are: Discipline,
Integrity and Excellence.
The school’s philosophy is:
The development of a morally upright, civic-minded, and
useful citizenry is the responsibility of any educational
institution.
The school’s vision is:
General de Jesus College as a leading learning institution
where every learner is transformed into a God-loving and

4
highly productive citizen responsive to local, national and
global needs.
The school’s mission is:
General de Jesus College is commited to produce graduates
who are instilled with nationalistic, moral and spiritual
values and who are equipped with life and career competencies.
Figure 2. Map of San Isidro

5
Sample and Sampling Procedure
The researchers selected nine (9) students form Grade 11 and
12 from Accounting and Business Management(ABM),
Science,Technology,Engineering and Mathematics(STEM) and
Humanities and Social Sciences(HUMSS) strands of General de
Jesus College enrolled during the academic year 2018-2019. This
serves as the sample population of the study.
This study used the purposive sampling technique to provide
as much insight as possible about the study’s topic which is
the effects of discrimination among selected LGBT senior high
school students. The respondents were selected and asked before
conducting the interview and giving them the questionnaires,
so that the researchers can get their consent and have more
precised answers.
According to Crossman (2016), a purposive sample is a
non-probability sample that is selected based on characteristics
of a population and the objective of the study. This study is
also known as judgemental, selective or subjective sampling.

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Table 1
Distribution of Respondents
GRADE LEVEL FREQUENCY
GRADE 11 STEM 2
GRDAE 11 ABM 3
GRADE 11 HUMSS 1
GRADE 12 STEM 0
GRADE 12 ABM 2
GRADE 12 HUMSS 1
TOTAL 9
Description of the Student-Respondents
Nine (9) students from Grade 11 and 12 Science,
Technology,Engineering and Mathematics (STEM), Accounting and
Business Management (ABM), and Humanities and Social Sciences
(HUMSS) of General de Jesus College enrolled during school year
2018-2019 were involved in this study regarding the effects of
discrimination to LGBT youth in schools. The researchers

7
prepared a set of questions for these students. After the
approval of the research adviser to the interview questions,
the researchers proceeded to interview and record the answers
of the respondents.
Data Gathering Instruments
The research instruments used in the study were structured
interview with the respondents,audio recordings and
documentation.
1.1 Structured Interview
The structured interview was used in this study to validate
the data gathered from the respondents. Structured Interview
is an interview which is verbally conducted questionnaires
in which a list of prepared questions is asked. The
researchers gave questionnaires to the respondents where thet
can write their answers so there will be an exact copy of the
transcript.
Interviews like these are important to gather important
and primary data from the respondents and to have more precise
and effective interview.
The respondents were asked by the researchers the
following questions.
8
▪ How did you come out to the people around you specifically
to your family and friends?
▪ When did you decide to come out to your family and friends?
▪ How did your coming out affect your stress level and the fear
to be judged?
▪ What are your motivations in coming out?
▪ After coming out, what are your experiences based on verbal
harassment, physical harassment, cyberbullying,
grafitti/vandalism and sexual assault?
▪ How are your mental and emotional climate whenever you are
at your home,school and community?
▪ How does the discrimination coming from people affect your
mental health and emotional distress(self harm and suicidal
ideations)?
▪ How does the people around you, specifically your family help
you develop your emotional and mental health despite your
sexuality?
▪ How does other people’s perception affect the way you view
yourself?
9
1.2 Audio Recordings
The researches decided to record the interview with the
respondents so that the important details and information
would not be excluded. Having these audio recordings will give
the researchers an easy way to recheck and review the
interviews by listening to it. It will also give them the
chance to study and comprehend the exact and complete answer
of the respondents.
1.3 Documention
Documentations are one of the most significant and
important part of data gathering procedures. The researchers
will be able to give precise and accurate data by documenting
the transcripts of all the respondents’ answers in structured
interview and recordings. This will serve as an evidence to
prove the validity of the study.
2 Administration of Data Gathering Instruments
In order to record all the answers of the respondents, the
researchers used audio recordings, structured interviews and
documentations.
The respondent was asked personally and through texts for
their consent to conduct an interview. The interview was

10
conducted in a time and place where the respondents are available.
All the procedures involved in the interview were known by the
respondents. The respondents were only those who agreed to
conduct an interview without the need to threaten them in any
way.
The researchers listened and recorded each data carefully,
in order for them to study and understand the answers of the
respondents accordingly as it was needed for the success of the
study.
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter represents the data gathered, the analysis done
and the interpretation of the findings. These are presented in
tables following the sequence of the specific research problems
regarding the effects of discrimination to LGBT youth in General
de Jesus College.
PROFILE OF THE RESPONDENTS
TABLE 2
Age of the Respondents
Age Frequency Percentage
16 1 11.11%
17 5 55.56%
18 3 33.33%
19 0 0%
TOTAL 9 100%
Table 2 This table shows the age of the respondents, there
is one respondents aged 16 with 11.11%, there are five
respondents who are 17 years old with 55.56%, three respondents

1
who are 18 years old with 33.33% and there are no respondents
having the age of 19 with 0%. The presented data above shows
that ages 16 to 19 are the ages wherein LGBT youth tend to come
out and reveal that they are part of the community. According
to Pew Research Center (2013), the age of 17 is the median age
wherein youth came to realization that they know for sure that
they are lesbian, gay or bisexual.
TABLE 3
Sexual Orientation of the Respondents
Age Frequency Percentage
Lesbian 3 33.33%
Gay 3 33.33%
Bisexual 3 33.33%
TOTAL 9 100%
Table 3 This table shows the sexual orientation of the
respondents wherein three of them are lesbian, three are gay
and three are bisexual, having the percentage of 33.33% each.
This table shows that it is evident that the LGBT community
members are present in school campuses. According to youth.gov
(2012),some LGBT youth experience supportive, welcoming school

2
environments where they are physically and emotionally safe and
their LGBT identity is respected, or even embraced while others
may experience unwelcoming, unsafe, and unsupportive conditions
in schools.
3
FACTORS AFFECTING DISCRIMINATION AND HEALTH OF RESPONDENTS
TABLE 4
Coming out to people around, specifically to family
THEME INDICATORS
“I told them that I cannot give the

grandchild that they are wishing for.”
“I did it by saying it through online or

indirect communication.”
“I did not officially came out, it’s more

Coming out to people
of like they have always known or felt.”
around,
“I haven’t come out yet.”
specifically to
“I told them the truth, because they
family
deserve to know about this first.”
“I told them my sexuality, personally.”
“I just act normal like I am not a lesbian.”
“Not yet.”
“They didn’t know yet.”
Table 4 This table presents how the respondents came out to
their family.Some of the respondents stated that they have not

4
came out yet to their family and they just act normal.On the
other hand,majority of the respondents said that they came out
already by saying it boldly to their family personally, by
posting on social media and by their noticeable actions. Based
on their statements, it is noticeable that many of the members
of LGBT community has admitted their real sexuality to their
family boldly. However, some of them are not yet comfortable
to tell their families about their sexuality and does not have
enough courage to come out. According to healthychildren.org
(2018), "Coming out" is a lifelong journey of understanding,
it is important for parents of LGBT teens to remember each child
is unique and will have their own experiences and feelings along
the way.
5
TABLE 5
Coming out to people around, specifically to friends
THEME INDICATORS
“I don’t have to. They already know it before I

came out.”
Coming out to
“I did it by saying it secretly to the friend I
people
trusted.”
around,
“I said it to my best friend. I chatted her one
specifically summer when I realized that I am gay.”
to friends “I just talked to them and tell them what my

feelings were and because they are my true
friends they supported me and lend their hands
to me.”
“They noticed it on the way I act around them.”
“I didn’t come out they notice it on how the way

I am.”
“I am always open to my friends when I already

know that I am a lesbian.”
“I told them secretly.”
“They knew it from the beginning that my sexual
reference is both men and women.”

6
Table 5 This table shows how the respondents came out to their
friends. A respondent stated that he/she came out to his/her
friends through chatting. Some of them told their sexual
orientation to his friends personally and most of these some
respondents did it secretly. In addition, most of the respondents
said that they do not need to tell their friends because they
already knew based on how they act around them. Therefore, it
could be understood that the members of the LGBT community are
more comfortable in telling their friends rather than their
family regarding their sexuality. As stated in Table 4, some
of the respondents have not came out to their families yet.Thus
friends has large impact to LGBT youth. According to Gillespie
(2015), friends play important roles throughout overall life
satisfaction of LGBT members.

7
TABLE 6
Effects of coming out to stress
THEME INDICATORS
“I don’t stress out myself over the things that

I can’t control.”
“My stress was reduced because it felt so good

when I already came out.”
“It removed the stress about ‘What if they found

out? Will they accept me as I am?’”
“I am relieved because when I came out I can do

what I want and the question “What if they found
Effects of
out” faded.”
coming out to
“I was afraid that they will be a big possibility
stress
that they may not accept me.”
“I am afraid that my family won’t like it.”
“I over-think what’s wrong with me.”
“I over-think a lot.”
“It causes so much stress because every day and

night. I’m thinking of how will I come out or how
will I tell them about my situation. It leads to
over-thinking and it affects my daily living
significantly.”
8
Table 6 This table shows the effects of coming out to the state
of stress of being a member of the LGBT community. A respondent
stated that he/she does not want to stress himself/herself over
things that he/she obviously cannot control. Several respondents
said that they were relieved and their stress is reduced when
they came out. Some of them stated that this causes them to
over-think things more and that they are afraid that some people
will not approve of it. Hence, it can be interpreted that not
all LGBT members have the same emotional or stress level. Some
of them find it easy dealing with stress and have overcame it.
However, some of them find it challenging to deal with stress
and it makes them stress more. According to Ahuja (2016),LGBT
adolescents are exposed to more stress by being a minority in
society and by being explicitly bullied and discriminated
against.
9
TABLE 7
Effects of coming out to fear to be judged
THEME INDICATORS
“I don’t mind them, their opinions aren’t really

needed.”
“I am still afraid to be judged but not as that much

because there is a support of my friends that boosts
my confidence.”
“There’s still that fear but with the support from

my friends, I feel confident about who I really am.”
Effects of
“I’m still afraid to be judged because not everyone
coming out to
will respect me.”
fear to be
“Those “gossips” and “fake news” that they make
judged
just to ruin my image.”
“I am afraid that other people will judge my

personality and sexuality.”
“Sometimes when I’m with my loved ones they are

whispering beside me, but to show that I am an
educated person I just ignore it.”
“I am afraid to have rumours spreading.”
“As a teenager facing this kind of problem really

affects me, the fear of not fitting into the box
of expectation really hurts.”
10
Table 7 The table above presents the effect of coming out
to their fear of being judged. Few respondents said that they
just do not mind and ignore those people who judge them. Some
of them said that there is still the fear of getting judged but
because of their friends' support, they conquer it. Most of the
respondents stated that after coming out, they are still afraid
of being judged by others and getting their image ruined due
to gossips and false rumors. According to their statements, it
is noticeable that the members of LGBT community have different
perspectives. Some chooses to just ignore it, some are still
on their way to conquering it and some still have that fear of
being judged. According to Webber (2018), more than half of
Lesbian,Gay,Bisexual and Transgender community people have
experienced discrimination in the past years, many are afraid
to seek for advice because of fears of discrimination.s

11
TABLE 8
Motivations in coming out
THEME INDICATORS
“Myself, because I realized that I can’t hold my

feelings forever.”
“To accept who really I am and for them to be open

in the issues of LGBT community.”
“Wanting to let people close to me know me better

and being free.”
Motivations
“I’ve watched some movies and I have my friend
in coming out that inspired me for me to come out.”
“My motivations are the cruel things that they

say to me because it boosts my confidence in just
being me.”
“Other LGBT community members.”
“Myself, because for me I am just being myself

and enjoying life.”
“My friends who support me.”
“What motivates me is that LGBT community is

getting bigger and bigger and inch by inch i can
see progress in accepting us in the society.”
12
Table 8 This table shows the motivations of the respondents
in coming out. Few respondents stated that their motivation is
themselves because according to them they cannot hold their
feelings forever and they should be themselves and enjoy life.
Some also said that their motivation is the LGBT community. Also,
some respondents said that their motivation is the willingness
to accept themselves and show people who they really are. Some
respondents said that their motivations are movies, their
friends and all of the cruel things other people told him/her.
From these, it can be drawn out that there are a lot of factors
that motivates a person to reveal himself/herself that most
people do not even know. Despite their fear of getting judged,
there is still hope for them. They are still motivated by these
things to reveal themselves and to not just put themselves in
a cage. They are ready to conquer the consequences of their deeds
just to be their real self.. According to Henry (2013),the
initial stages of coming out process may be fraught with
emotional difficulty, however, gay and lesbians who have
accepted and integrated their sexual orientation ultimately have
greater psychological well-being.

13
TABLE 9
Verbal harassment experiences of respondents
THEME INDICATORS
“None.”
“I experience some harassment like back stabbing
because of the personality I have.”
“A lot from the boys in my class and also ignorant

Verbal
kids that say ‘Bakla! Bakla!’”
harassment
experiences “No one harassed me because all of my friends
of accept me for who I am.”
respondents
“People judged me, in terms of calling ‘Bakla’”
“Being insulted as gay,bakla and bading.”
“Judged by the people around me.”
“Being back stabbed by past friends.”
“Being hated and judged. Hearing hurtful words.”
Table 9 This table shows the verbal harassment experienced
by the respondents. Few respondents said that they do not

14
experience any verbal harassment because they are accepted by
the people around them. However, few of them experienced
backstabbing by their past friends and because of the personality
that they portray. Majority of the respondents stated that they
experience judgement from other people calling them bading or
bakla, from their boy classmates and also from some kids on the
street. Based on their statements, it can be interpreted that
not everyone around the members of the LGBT community are
well-mannered. Instead of choosing to accept who they are, they
tend to harass these people who did nothing wrong to them.
According to GLSEN (2009),the majority of LGBT middle school
students experienced verbal harassment because of their sexual
orientation or gender expression. They also added that about
9 in 10 LGBT students in middle school (91%) were verbally
harassed (e.g., called names or threatened) in school because
of their sexual orientation.

15
BAKLA!
BAKLA!
Figure 3. Verbal harassment experienced by respondents

16
TABLE 10
Physical harassment experiences of respondents
THEME INDICATORS
“None.”
“None.”
“Chalk throwing. The same boys threw chalk at me
one time at class. Also one time a few grade school

Physical
students threw pebbles at me.”
harassment
experienced “None.”
by
“None.”
respondents
“Being pushed sometimes.”
“None.”
“None.”
“None.”
Table 10 This table presents the physical harassment
experienced by the respondents in coming out. Some respondents
experienced being thrown pebbles and chalk and even being pushed
17
sometimes. However, majority of them said that they do not
experience any physical harassment from the people surrounding
them. Fortunately, unlike the results from table 10, the
physical harassment gained by the respondents are less than the
verbal harassment they experience. However, there are still some
people hurting them physically. According to GLSEN (2009),
incidents of physical assault or harassment (e.g., punched,
kicked, or injured with a weapon) were less often reported
compared to verbal.
18
Figure 4. Physical harassment experienced by
respondents:Being thrown by pebbles

19
TABLE 11
Cyberbullying experiences of respondents
THEME INDICATORS
"None.”
“None.”
“A lot from twitter, mostly coming from Christian
conservatives.”
Cyberbullying
experienced “None.”
by
“None.”
respondents
“Some are making fun of me online.”
“Judged online.”
“Some are spreading hate online.”
“None.”
Table 11 In this table, the cyberbullying experiences of
respondents are presented.A respondent answered that he/she
experience it a lot in Twitter, especially from Christian
conservatives.While few respondents said that some are making

20
fun of them and that they are being judged and receiving hate
online. On the other hand, most of the respondents stated that
they do not experience cyberbullying. It is evident that some
LGBT youth do experience cyberbullying online. According to
National School Climate Survey (2013), 49% of LGBT students
experienced cyberbullying in the past years.

21
TABLE 12
Graffiti and vandalism experiences of respondents
THEME INDICATORS
“None.”
“None.”
Graffiti and “None.”
vandalism
“None.”
experienced
“None.”
by
respondents “None.”
“None.”
“None.”
“None.”
Table 12 This table shows the grafitti and vandalism
experiences of the respondents wherein all of the respondents
stated that they do not experience this kind of
discrimination.Based on the results, it can be concluded that
LGBT youth do not experience graffiti and vandalisms. This

22
interpretation contradicts what Rentz (2018) stated, according
to hate related vandalism in schools nearly doubled to 62 in
2017, from 34 the year before, and this vandalism are related
with sexual orientation.

23
TABLE 13
Sexual assault experiences of respondents
THEME INDICATORS
“None.”
“Sometimes.”
Sexual “None.”
assault
“None.”
experiences
“None.”
of
respondents “None.”
“None.”
“None.”
“None.”
Table 13 This table shows the sexual assault experienced by
the respondents, wherein a respondent said that he/she
experience it sometimes while majority of the respondents said
that they do not experience sexual assault. Based on the results
presented, it can be concluded that LGBT youth in schools do

24
not experience sexual assault but few does sometimes. This
interpretation contradicts National Sexual Violence Resource
Center (2010), sexual violence against individuals who have been
identified as LGBT member has been subjected to sexual
harassment.
25
TABLE 14
Mental and emotional climate of respondents at home
THEME INDICATORS
“I feel welcomed, because my family is so
supportive.”
“I isolate myself if I feel I am not comfortable.”
“I rather isolate myself a lot as they’re not as

Mental and
open to me being gay, they rather tolerate it.”
emotional
climate of “I just keep myself out of the business,
respondents especially in times when we are talking about
at home sexuality.”
“I feel loved by my family members.”
“I feel motivated and secured when I am with my
family.”
“I don’t show my feelings, but when I’m in my room
I always think what is wrong.”
“I just act normally.”

26
“Lowest point.”
Table 14 This table presents the mental and emotional climate
of the respondents at home. Wherein a respondent said that he/she
just acts normally at home. And someone said that being around
his/her family is his/her lowest point. And almost half of the
respondents stated that they isolate themselves at home. But
on the other hand few said that they feel loved, motivated and
secured around their family. Hence, we can say that family
support affects how a child think, feel and act. According to
Wise (2016), levels of family acceptance and rejection may have
implications for sexual minority youth’s identity development.
It shows that level of parental rejection may affect youth’s
ability to accept their own sexual minority identity. Zwier(2009)
also added that isolation is due to lack of a supportive family
and can result to struggles such as depression.

27
TABLE 15
Mental and emotional climate of respondents at school
THEME INDICATORS
“I feel that I am always safe.”
“I feel free and comfortable especially to my
best friends.”
“I feel free with my friends around.”

Mental and
emotional “I feel free and comfortable with my friends in
climate of school and I don’t feel bad in school.”
respondents
“My friends accepted me just the way I am.”
at school
“I feel happy with my friends.”
“I don’t mind it in school.”
“I am me in school.”
“School is my happy place. Here with my friends
I am accepted.”
Table 15 This table presents the mental and emotional climate
of respondents in school. A respondent said that he/she does

28
not mind it in school and also a respondent said that he/she
is himself/herself whenever he/she is in school. But the majority
of the respondents stated that he/she feels free and comfortable
when he/she is in school because his/her friends accept
him/her.Hence, how people in school interact with an LGBT youth
has great effect to his/her mental and emotional health.
According to Russel and Fish (2016), positive school climate
results to feeling of safety, achievement and positive mental
health.
29
TABLE 16
Mental and emotional climate at community
THEME INDICATORS
“Sometimes, I feel so small and I don’t belong

anywhere else. But I am thankful because I have
my friends at my back to remind me that I am
special.”
“Beside on occasional judgement, I feel relaxed

and confident.”
Mental and “Besides the occasional stares, it is all calm

and fine.”
emotional
“I feel bad or sad whenever people look at me the
climate at
same way they look at others that have commit
community
something bad.”
“I am free to show everyone the real me and the

talent God blessed me.”
“I feel disliked sometimes.”
“Afraid to be judged.”
“I just act normally.”
“Sad and feeling judged.”
Table 16 In this table, the mental and emotional climate of
respondents of community is presented.Wherein a respondent said

30
that he/she just acts normal.And someone stated that,he/she
feels free to show his/her real self and the talent that God
has given him/her .Few of them said that they feel relaxed and
fine around the community, but sometimes there are occasional
judgment and stares. And some of the respondents stated that
they feel bad or sad, and that they are afraid to be judged and
to be disliked. Therefore, within the results presented it can
be concluded that actions of people in the community affects
how an LGBT youth think, feel and act around them, thus we can
say that even though there are people who accept the LGBT
community, still there are people who do not like them. According
to Owen(2017),across a number of measures and scales, the
perceptions of LGBT participants were significantly more
negative than those of other people, including when the variables
of race, income and location type (e.g., rural, small town,
suburban, urban).
31
TABLE 17
Effects of discrimination in mental health
THEME INDICATORS
“None.”
“When I am not accepted by others, I feel stressed

about it and decide to keep my secrets forever
and try to be a straight person.”
“When I was bullied in high school, I found myself

isolated, not wanting to go to school and wanting
Effects of to just sleep my problems away.”
discriminatio “Discrimination makes my brain so messed up,

because of over-thinking about what did I do
n
wrong for them to make me feel this way.”
in mental
“It makes me think of so many negative things.”
health
“Over-thinking and stress.”
“I always ask what’s wrong with being a lesbian.”
“I over-think it and it causes sadness and

stress.”
“It affects our thinking and it clouded up our

thoughts. Personally, it made me numb and
emotionally drain.”
32
Table 17 In this table, the effects of discrimination to the
respondents’ mental health are presented. Wherein a respondent
said that discrimination does not affect his/her mental
health.Someone answered that discrimination makes him/her think
what is wrong with being a lesbian and another respondent said
that it makes him/her think of negative things.Lastly, few of
them stated that discrimination clouded and messes up their minds.
Thus, as we can see in the results it is evident that
discrimination has an effect to mental health of LGBT youth.
According to According to the National Alliance on Mental
Illness(2016),the risk of a mental health condition, like
depression, anxiety disorders, over-thinking or post-traumatic
stress disorder, is almost three times as high for youth and
adults who identify as lesbian, gay, bisexual, or transgender
(LGBT).
33
Figure 4. Effects of discrimination to mental health:
Overthinking
34
TABLE 18
Effects of discrimination to emotional distress: self harm
THEME RESPONDENTS
“None.”
“It’s more on emotional stress but sometimes I
think about suicidal thoughts.”
“Physically degrading myself, doubting myself

Effects of
and just the lack of self-confidence.”
discriminatio
n to emotional “Over-thinking and stress about everything.”
distress:
“None.”
self harm
“Having low self-esteem.”
“I think of hurting myself.”
“None.”
“None.”
Table 18 This table presents the effects of discrimination
to the emotional distress: self harm to the respondents, wherein
a respondent said that it is more on emotional stress but

35
sometimes he/she thinks about suicidal thoughts and another
added that he/she over-thinks and becomes stressed about
everything. There’s a respondent who stated that he/she thinks
of hurting himself/herself.And few respondents stated that they
doubt themselves and lacks self-confidence.But on the other hand,
many of these respondents said that it has no effects. Thus,
with the help of the results we can see that LGBT youth has
different perspective or view in facing discrimination, some
wants to hurt themselves and some just ignores it. It is also
evident that these discrimination causes LGBT to physically
degrade themselves and have low self-esteem and no
confidence.Thus, it can be said that the perception of people
around LGBT youth can affect their emotions and outlook to
themselves.According to Sanders(2013),to truly build
confidence in LGBTQ young people, they need more than just being
told to look to others for inspiration. They need to know that
there are people around them who can give them strength and be
role models to fight against hate and self doubt.

36
TABLE 19
Effects of discrimination to emotional distress: suicidal
ideations
THEME INDICATORS
“None.”
“Sometimes but I realized that life is the
greatest gift of all.”

Effects of
discriminatio “None. I have a life to live and I’ll live it to
n to emotional the fullest.”
distress:
“Suicide should never be an option. I do not think
suicidal of suicidal thoughts whenever I am
ideations discriminated.”
“None.”
“Sometimes, when I am really down, I plan to kill
myself.”
“Sometimes when I am alone.”
“For me, suicide is not a solution.”

37
“None.”
Table 19 In this table, the effects of discrimination to
emotional distress: suicidal ideations of the respondents are
presented. Wherein, few respondents said that they think of it
sometimes, when they are alone and very down.But on the other
hand most of the respondents said that they do not think about
suicide, because for them it is not a solution and that they
have a life to live to the fullest and even though they think
of harming themselves sometimes, in the end they realize that
life is the greatest gift of all. Within the results, we can
see that LGBT youth has different perspective in life and in
facing discrimination, some uses it as an inspiration and some
takes it negatively. But in here we can see that it is evident
that discrimination can lead to being down or depressed and
causes to have suicidal ideations and to do suicide. According
to Friedman(2014),bullying because of sexual orientation
results in increased depression, and an almost six-fold
increased risk for suicide attempts.

38
TABLE 20
Developing emotional and mental help despite sexuality
THEME INDICATORS
“They always support my happiness.”
“It helps me in the way of believing and boosting

myself to the fullest and turn negative thoughts
to something positive.”
“To be honest, my family don’t offer much help.

Developing
My friends, they uplift me, comfort me, support
emotional and
me through thick and thin ,that really helps me
mental help to think straight.”
despite “My family can’t help me because I didn’t come
sexuality out to them.”
“They supported me with all their heart and loved

me unconditionally.”
“They are my inspiration and motivation to live

and continue life.”
“When I’m not talking to my family, they know that

I have problem so they will comfort me not knowing
what my problem is.”
“My friends are big help to boost my confidence.”
“They didn’t know.”

39
Table 20 This table presents how does the people around the
respondents help them develop their emotional and mental health
despite their sexuality. Wherein, someone answered that his/her
family does not know but when she is quiet his/her family knows
that there is something wrong so they will comfort him/her.And
few respondents said that their family cannot help them because
they did not know about their sexual orientation yet. But on
the other hand, still most of the respondents said that their
family supports their happiness with all their heart and love
them unconditionally and that they help him/her in believing
and boosting himself/herself, that serves as his/her inspiration
to live and continue life. Thus, the results show that the support
of family and friends to an LGBT youth can give him/her a better
perspective in life. According to Russel and Fish(2016), LGBT
youth should be with people whom they can trust, so they can
develop a network of support which can be help them develop better
mental health towards their sexual orientation.

40
TABLE 21
Effects of people’s perception on respondents
THEME INDICATORS
“Sometimes, I blame myself for being like this, I pity

myself and I lost my self-confidence.”
“It affects me sometimes but I realized who are they

to change or judge me. I grow and live by my own, that’s
why I don’t mind them.”
“I live by the quote, ‘Unless they’re paying bills,

pay them bitches no mind”, so like if you don’t bring
a significant impact in my life, why would I waste
my time on them?’”
“It doesn’t affect me because I know myself more than

Effects of anyone else.”
people’s “It makes me view myself in a way that I know that

I may not be perfect but that doesn’t mean I can’t
perception on
or won’t do great and good things to others.”
respondents
“It changes the view or how I look at myself and to
my life. It makes me sad and stressed.”
“Sometimes they are suddenly curious with my

sexuality, but in the end my friends accept me.”
“It changes my perspective in life and my mood.”
“It affects me because human should help each other

but here they are judging me for being who I wanted
to be.”
41
Table 21 In this table, the effects of the perception of other
people in the way on how the respondents view themselves are
presented. Wherein, a respondent answered that these perceptions
make him/her view himself/herself in a way that he/she may not
be perfect but that does not mean that he/she cannot do good
to others and another respondent added that it affects him/her
because instead of judging, humans should be helping each other.
A few also answered that these opinions changes their perception
and how they view themselves.But still some respondent stated
that it does not affect them because according to them they know
themselves better than anyone else and these people do not a
play a significant role to their lives, so why would they waste
their time on them. Thus, LGBT youth has different ways on facing
their situations and the judgment they get from other people.But
this clearly shows that LGBT youth are strong enough to not let
others’ hate and negativity stop them from being the person they
want to be.According to Russel and Fish (2016), perceptions and
how other people see them as an individual is a great factor
on how they see themselves and on their mental and emotional
health.
CHAPTER 5
Summary, Conclusion and Recommendation
This chapter includes the summary and conclusion of the
findings found in the previous chapter. This chapter also covers
the recommendations made by the researchers.
SUMMARY
1. Profile of the Respondents
1.1 Age
There is one respondent aged 16 with 11.11%, there are five
respondents who are 17 years old with 55.56%, three
respondents who are 18 years old with 33.33% and there are
no respondents having the age of 19 with 0%.
1.2 Sexual Orientation
Three of the respondents are lesbian, three are gay and
three are bisexual, having the percentage of 33.33% each.
2. Coming out to people around them
2.1 To family
Majority of the respondents said that they came out already
by saying it boldly to their family personally, by posting
on social media and by their noticeable actions and some of

1
them stated that they have not came out yet to their family
and they just act normal.
2.2 To friends
Most of the respondents said that they do not need to tell
their friends because they already knew based on how they act
around them and some of them told their sexual orientation
to their friends personally and other respondents did it
secretly.
3. Effects of coming out to respondents
3.1 In Stress
Some of them stated that this causes them to over-think
things more and that they are afraid that some people will
not approve of it and on the other hand, several respondents
said that they were relieved and their stress is reduced when
they came out.
3.2 In Fear to be judged
Most of the respondents stated that after coming out, they
are still afraid of being judged by others and getting their
image ruined due to gossips and false rumors but some
respondents said that they just do not mind and ignore those
people who judge them.

2
4. Motivations in coming out
Some respondents said that their motivation is the
willingness to accept themselves and show people who they
really are and few of them stated that their motivation is
themselves, the LGBT community,movies, their friends and all
of the cruel things other people did to them.
5. Discrimination experiences of respondents
5.1 Verbal harassment
Majority of the respondents stated that they experience
judgement from other people calling them bading or bakla and
few of them experienced backstabbing by their past friends.
But some said that they do not experience any verbal
harassment because they are accepted by the people around
them.
5.2 Physical harassment
Majority of the respondents said that they do not
experience any physical harassment from the people
surrounding them but some experienced being thrown pebbles
and chalk and even being pushed sometimes.

3
5.3 Cyberbullying
Most of the respondents stated that they do not experience
cyberbullying but some said that they received hate and
judgments especially from Christian conservatives.
5.4 Graffiti / Vandalism
All of the respondents stated that they do not experience
this kind of discrimination.
5.5 Sexual Assault
Majority of the respondents said that they do not
experience sexual assault while a respondent said that he/she
does sometimes.
6. Mental and Emotional Climate of respondents
6.1 At home
Almost half of the respondents stated that they isolate
themselves at home. But on the other hand, few said that they
feel loved, motivated and secured around their family.
6.2 At school
Majority of the respondents stated that he/she feels free
and comfortable in school and also a respondent said that
he/she is himself/herself whenever he/she is in school.

4
6.3 At community
Some of the respondents stated that they feel bad or sad,
and that they are afraid to be judged and to be disliked and
few of them said that they feel relaxed and fine around the
community, but sometimes there are occasional judgment and
stares.
7. Effects of discrimination in health
7.1 Mental health
Most of the respondents stated that discrimination clouded
and messed up their minds and that it made them over-think
think negative things.On the other hand, a respondent said
that discrimination does not affect his/her mental health.
7.2.1 Self harm
Many respondents said that discrimination has no effect
to self harm but few respondents stated that they doubt
themselves, over-thinks and lacks self-confidence.
7.2.2 Suicidal ideations
Most of the respondents said that they do not think about
suicide, because for them it is not a solution and that

5
they have a life to live to the fullest but few said that
they think of it sometimes, when they are alone and very
down.
8. Developing emotional and mental help despite sexuality
Most of the respondents said that their family supports
their happiness with all their heart and love them
unconditionally but few respondents said that their family
cannot help them because they did not know about their sexual
orientation yet.
9. Effects of people’s perception on respondents
Some respondent stated that it does not affect them because
according to them they know themselves better than anyone else
but few respondents answered that these opinions changes
their perception and how they view themselves.
CONCLUSION
1. Profile of the Respondents
1.1 Age
The age 17 is the median age wherein LGBT youth tend to
come out and show others their real sexual orientation.

6
1.2 Sexual Orientation
LGBT community members are present in school campuses.
2. Coming out to people around them
2.1 To family
LGBT youth have different ways and perspective on when and
how to come out to their family, it may be easy for some and
may be hard for others.
2.2 To friends
LGBT community are more comfortable in telling their
friends rather than their family regarding their sexuality.
3. Effects of coming out to respondents
3.1 In Stress
Not all LGBT members have the same emotional or stress
level. Some of them find it easy dealing with stress and have
overcame it but some of them find it challenging to deal with
stress and it makes them stress more.
3.2 In Fear to be judged
LGBT youth differ on facing judgments,some choose to just
ignore it, some are still on their way to conquering it and
some still have that fear of being judged.

7
4. Motivations in coming out
There are a lot of factors that motivate a person to reveal
himself/herself.Despite the fear of getting judged, there is
still hope for them,they are still motivated by different
things to reveal themselves and to not just put themselves
in a cage.
5. Discrimination experiences of respondents
5.1 Verbal harassment
Verbal harassment is the most common discrimination.
People tend to humiliate LGBT members by teasing and
destructing their image to others.
5.2 Physical harassment
Physical harassment gained by the respondents are less
than the verbal harassment they experience. However, there
are still some people hurting them physically.
5.3 Cyberbullying
Members of the LGBT community suffer from cyberbullying
especially from Christian conservatives.
5.4 Graffiti / Vandalism
LGBT youth do not experience graffiti and vandalism.

8
5.5 Sexual Assault
LGBT youth members do not experience sexual assault but
some of them does sometimes.
6. Mental and Emotional Climate of respondents
6.1 At home
Family support affects how an LGBT youth think, feel and
act.If parents do not accept an LGBT youth’s perceived
sexuality he/she tends to isolate himself/herself.
6.2 At school
School is the safest and most comfortable place for an LGBT
youth to be in.Hence, how people in school interact with them
has great effect to his/her mental and emotional health.
6.3 At community
Even though there are people who accept the LGBT youth,
still there are people who do not like them. The community
is the place wherein LGBT youth feels that they are not free
and safe from judgments.
7. Effects of discrimination in health
7.1 Mental health

9
Discrimination affects youth’s mental health by making
them over-think of their situations and be pessimistic.
7.2.1 Self harm
Discrimination causes LGBT to physically degrade
themselves and have low self-esteem and no
confidence.Thus,perception of people around LGBT youth
can affect their emotions and outlook to themselves.
7.2.2 Suicidal ideations
LGBT youth have different perspectives in life and in
facing discrimination, some uses it as an inspiration and
some takes it negatively. But it is evident that
discrimination can lead to being down or depressed and
causes to have suicidal ideations and to do suicide.
8. Developing emotional and mental help despite sexuality
The support of family and friends to an LGBT youth can give
him/her a better perspective in life. If their parents and
friends support them then they will be uplifted and their
confidence will be boosted.
9. Effects of people’s perception on respondents

10
LGBT youth have different ways on facing their situations and
the judgment they get from others.But this clearly shows that
LGBT members are strong enough to not let others’ hate and
negativity stop them from being the person they want to be.
RECOMMENDATION
Based on the conclusions, the researchers recommend the
following:
To Students
 They must become aware of what discrimination can do to the
LGBT members especially to youth.
 They should start becoming more open-minded to the fact that
the LGBT are no less than a person and should be treated equally
not in a harsh way.
 They must have a deeper understanding on topics regarding to
LGBT community and the problem of discrimination that the LGBT
is going through.
To Parents
 They must have a connection with their children not just as
a parent but also as someone that their child can feel at ease
to approach with any of their problems.

11
 They must also be open-minded as parents to what their
children are going through and give their support to them.
 They must discipline and educate their children that the LGBT
Community is not a subject for discrimination.
 They must guide their children to becoming a more accepting
and understanding to the members of the LGBT Community as much
as possible.
 They must be sensitive with the feelings of their children
and ask how do they feel to avoid suicidal ideations,
over-thinking and depression.
To Teachers
 They must provide guidance and counseling to the LGBT
Community members that experience discrimination and also to
those who discriminate.
 They must promote health and safety among LGBT youth. They
can implement the policies and practices which will help
lessen the struggle of LGBT members.
 They must be role models and teach other students to respect
LGBT community members.

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General De Jesus College

San Isidro, Nueva Ecija

Among selected LGBT

Senior High School Students

of General de Jesus College,

Academic Year 2018-2019

Nicole Angelique Pangilinan

Frans Angeline Yakit

Mark Anthony Lagdamin

The Problem and its Background

"We hold these truths to be self-evident, that all men are

created equal, that they are endowed by their Creator with

certain unalienable rights, that among these are life, liberty

and the pursuit of happiness."

Outside the home, schools are the primary vehicles for

educating, socializing, developing and providing services to

the youth. According to Human Rights Watch (2016), schools can

be difficult environments for students, regardless of their

sexual orientation or gender identity, but they are often

unwelcoming especially for lesbian, gay, bisexual and

transgender (LGBT) youth. They also added that, lack of policies

to implement protections that do exist, means that LGBT students

nationwide continue to suffer from discrimination in schools.

According to American Psychological Association(2017),

sexual orientation refers to an enduring pattern of emotional,

romantic and/or sexual attractions to men, women or both sexes.

One’s sexuality orientations depends on whether he or she is

same & opposite sex. Among these various sexual orientations,

a community called LGBT community is formulated.

The acronym LGBT stands for lesbian, gay, bisexual and

transgender. Heartland Alliance(2012)defined these 4 words as

the term lesbian is used to describe a woman whose enduring

physical, romantic, and/or emotional attraction to other women.

Gay is a word that is used to describe a man who has a physical,

romantic, and/or emotional attraction to other men. Bisexual

describes an individual who is physically, romantically, and/or

emotionally attracted to both men and women. And transgender

is an umbrella term for people whose gender identity and/or

gender expression differs from the sex they were assigned at

sexual orientation. Therefore, discrimination among these

people arose. According to Attorney Sachi Barreiro (2019),sexual

orientation discrimination is the unequal treatment of the

community because of one's sexual orientation. It includes being

harassed and treated differently because of his/her real or

perceived sexual orientation.

Nowadays, schools are primary places where most LGBTQ youth

spend most of their time. Yet, schools present a major dilemma

for youth who traverse them each day.Ryan Thoreson (2017)

stated that schools should be safe places for everyone, but

nowadays, students who are lesbian, gay, bisexual, and

transgender (LGBT) too often find that their schooling

experience is full of bullying, discrimination,and in some cases,

physical or sexual assault. These abuses can cause deep and

lasting harm to these students.

According to Darrel Higa(2014),LGBT youth experience verbal

or physical harassment at school because of being identified

as LGBTQ. Youth described verbal harassment such as being called

names, hearing derogatory labels or phrases, while physical

harassment includes being pushed, bullied and beaten up. J. Cole

(2013) mentions that there is a higher rate of abuse, neglect,

and discrimination against LGBT youths than straight youths.

He also added that the word “faggot” is often used by anti-gay

peers to terrorize LGBT youths.