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Third Gender Discrimination: Level of stress of Grade 12 Homosexual Students in Labas Senior High School Affecting their Daily Life By: Bonecile, Lance Demonteverde, Kim Fortes, Shanna Mea Garcia, Mike Ronan Mendoza, Argade Villanueva, Miguel General Academic Strand, Labas Senior High School In Partial Fulfillment of The Requirements for the Learning Area Inquiries, Investigations, and Immersion For Senior High School Ms. Anthonettee Calimag January 2023
Introduction Many lesbian, gay, bi, trans, intersex and queer (LGBTIQ+) people report to dealing surprisingly well with systemic discrimination, and most do not experience depression or any other mental health condition. However, experiences with discrimination and stigmatisation 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. Even though there is an increasing acceptance of LGBTIQ+ people in society and greater visibility in the media and public life, many LGBTIQ+ people still experience discrimination, harassment and violence at work, school and in social situations. Gays and lesbian are homosexuals who are sexually attracted to members of the same sex typically, gay refers to a man whose sexual orientation is to men and lesbian refers to women whose sexual orientation is to women. Lesbian and gay students have in recent sexual identity development is a process for which GLB individuals have been unprepared and which is contexually unsupported and stigmatized, it would be seem that the process would be characterized by inconsistency or incoungruence among its effective, cognitive, and behavioral components, such that behavior may not always coincide with affect and/or identity However, one rationale behind the increasing number of lesbian and gay students is the assumption that student can be Discrimination by the sexual orientations of these individuals (Datti, 2015). although the number of studies is quite limited, researchers have found relatively low life satisfaction among lesbians and gay students in a school setting (Powdthavee & Wooden, 2015). It is, then, why everyday life settlement is a central issue for lesbian and gay students who feel unwelcome and discriminated against are likely to be less satisfied with their life. In the contrary, they can also develop a stronger identification with their own members as part of the LGBT groups and implies a sense of belonging that might attenuate or buffer the negative effects of perceived discrimination on life satisfaction among lesbian and gay students. Experiences and perceptions of lesbian and gay discrimination in the school can be expected to have negative repercussions for the way LGBT members feel about their lives. Needles to say, the idea that satisfaction in domains of life contributes to the explanation of gender discrimination, whether in an additive or some other ways
and discrimination and lessen its effects. Unfortunately, there are surprisingly few sources of helpful information and materials in Philippine secondary schools regarding sexual orientation and gender identity. When LGBT people and issues are discussed in schools with students, the messages are frequently unfavorable, decrying same-sex relationships and transgender identities as immoral or unnatural. The relationship between stress levels and homosexual students' mental health issues will be further investigated in this study.Lesbian , Gay ,Bisexual , Transgender and unsure students Consistently reported higher levels of mental health issues and a most frequently impact on academic because of the issues than heterosexual students (Oswalt, 2011) In order to provide a better and deeper understanding of the various experiences of students experiencing discrimination, this study aims to determine whether discrimination has an effect on the level of stress experienced by homophobic students at LSHS, affecting their daily lives. This study aims to educate LSH students about discrimination and how it can affect their interpersonal interactions and communication. The other thing is to avoid insecurities and not let down their self-confidence or self-esteem to have better communication with others and to educate them that the opposite gender has rights for themselves to be who they are. Students must have equality with others so that there will be no "gender discrimination." Because respect starts with you, treat each other with respect. One of the many effects of stress on homosexuals has been said to have ruined their mental health issues, which will be further explored in the study. Now is the ideal time to carry out this research to learn more about how a global crisis impacts people's daily lives. Researchers' ability to conduct ongoing research in this area has allowed them to offer advice on how to reduce the likelihood of developing poor social skills. Theoretical Framework Gender discrimination is still chronic in the Philippines. various of individual are prevail discrimination hence numerous homosexuals continue receiving discrimination in a different way. In nineteen centuries, homosexuals are used to call queer, in 1960’s LGBT start their protest for them to have freedom and be accepted by society. Queer Theory help individual deeper understand gender, sexuality, and how society defined and policies the concepts of heterosexuality and homosexuality. Queer theory emphasizes the fluid and humanly performed nature of sexuality or better, sexualities. It questions socially established norms and dualistic categories with a special focus on challenging sexual, and gender classifications. The Queer Theory doesn’t deny that people deserve equal rights but rather that the basis of those rights should not be due to any kind of innate or unchangeable identity.
Conceptual Framework The framework provided below provides researchers with a paradigm for how the study is conceptualized and conducted considering the following theories and their corresponding applications in this study.
1.3 Academic Related 2.) What different discrimination did homosexuals receive: 2.1 Gender Identity 2.2 Gender Preference 2.3 Physical Appearance Qualitative
have shown that discrimination leads to higher levels of stress, anxiety, and depression among the LGBTQ+ population. This stress can manifest in physical health problems as well, including increased risk of cardiovascular disease and other chronic conditions. Discrimination can also affect daily activities such as finding employment, housing, and healthcare. Many LGBTQ+ individuals report experiencing bias and discrimination in these areas, which can make it challenging to meet their basic needs. Furthermore, discrimination can lead to social isolation and exclusion from community and family support systems, which can further exacerbate mental health issues and decrease overall quality of life. In conclusion, discrimination against LGBTQ+ individuals can have far- reaching consequences on their daily lives and overall well-being. It is crucial to continue advocating for equal rights and protections for all individuals, regardless of sexual orientation or gender identity. An inverse association occurs between stress and life satisfaction, the cognitive component of subjective wellbeing (Moksnes et al., 2016), and between stress and academic achievement (Elias et al., 2011). Further, life satisfaction has predicted positive scholastic outcomes (Huebner et al., 2014). Acceptance of one’s personally-defined gender identity has been found to increase as gender identity aligns more closely with stereotypical notions of gender (Watson, 2012). Conversely, gender-atypical students have reported greater stress from peer 10 ictimization (Jones & Hillier, 2013; Zosuls et al., 2016) and home life (Hemi & Mortlock, 2017), as well as reduced academic performance (Fenaughty et al., 2019). Research has investigated the relations between gender and stress (Byrne et al., 2 007), life satisfaction (Moksnes & Espnes, 2013), and academic achievement (Steinmayr & Spinath, 2008); however, the relations among gender self-concept, stress, life satisfaction, and academic achievement are less clear. Importantly, in adolescence aspects of social self-concept and life satisfaction are often lower than in childhood, rendering gender self-concept for adolescents to be especially vulnerable (Chang et al., 2003). To a higher extent, lesbians do encounter mental health issues like depression and anxiety compared to heterosexuals (see Cochran, 2001 for a review). This discrepancy could lead to Rather than coming directly from homosexuality, the specific stressors that gay men and lesbians encounter as members of a socially marginalized minority group (Herek & Garnets, 2007; Meyer, 1995, 2003). These traumatic events include being subjected to verbal abuse, rejection, physical violence, and other forms of discrimination because one is gay or lesbian. Additionally, Lesbians and homosexual males frequently express high levels of perceived stigma, or the dread of being judged because of their minority background, they were rejected or treated unfairly. More strongly gay-identified gay men and lesbians have been demonstrated to fare better in terms of mental health. As stated by Herek (2000) All unfavorable opinions toward a person's sexual orientation are referred to as sexual bias, whether Heterosexual, bisexual, or homosexual people are the target. Until now, register data and econometric techniques have been primarily used in discrimination against gays. The emphasis has been on the disparities in labor market outcomes between homosexuals and heterosexuals. Allegretto and Arthur (2001), Badgett and Flatt
(1998), and Klawitter and Flatt (1995) have wages between homosexuals and heterosexuals were compared, and it was discovered Compared to their male heterosexual colleagues, homosexual men make less money. Women make about the same money as heterosexual women, or sometimes even more. very same Arabsheibani et al. (2004, 2005) and others have noted a tendency among European nations. (2004) Plug and Berkhout Michael R Woodford, Yoonsun Han, Shelley Craig, Colin Lim, Malinda M Matney Journal of Gay & Lesbian Mental Health 18 (2), 142 - 163, 2014 Research indicates that interpersonal discrimination contributes to mental problems among sexual minorities. However, little attention has been given to subtle discrimination and witnessing discrimination. This study examines the relationship among sexual orientation, experiencing and witnessing hostility (e.g., verbal threats), incivility (e.g., dirty looks), heterosexist harassment (e.g., homophobic names), and moderate/high anxiety and depression symptoms among college students. Results indicated that experiencing hostility, incivility, and heterosexist harassment each partially mediated the relationship between sexual minority status and anxiety. Similar relationships were found for experiencing incivility and heterosexist harassment and depression. Witnessing hostility and heterosexist harassment partially mediated anxiety among sexual minority students. In order to understand the daily lives of sexual and gender minorities in Bangladesh, the International Republican Institute (IRI) conducted eight focus group discussions (FGDs) and an online survey with Bangladesh’s LGBTI (lesbian, gay, bisexual, transgender and intersex) community.1 This report documents, in their own words, the challenges facing LGBTI people in Bangladesh, challenges that include institutional discrimination, bullying, alienation, depression and physical and sexual violence. This research is part of IRI’s work to promote the inclusion of historically marginalized communities in political discussion and policy decision-making in Bangladesh. In-depth research on community needs is essential for evidence-based policy advocacy. Ilan H Meyer Psychological bulletin 129 (5), 674, 2003 In this article the author reviews research evidence on the prevalence of mental disorders in lesbians, gay men, and bisexuals (LGBs) and shows, using meta-analyses, that LGBs have a higher prevalence of mental disorders than heterosexuals. The author offers a conceptual framework for understanding this excess in prevalence of disorder in terms of minority stress—explaining that stigma, prejudice, and discrimination create a hostile and stressful social environment that causes mental health problems. The model describes stress processes, including the experience of prejudice events, expectations of rejection, hiding and concealing, internalized homophobia, and ameliorative coping processes. This conceptual framework is the basis for the review of research evidence, suggestions for future research directions, and exploration of public policy implications. In a sample of 121 undergraduate students between the ages of 19 and 22, harassment and discrimination based on sexual orientation were studied. Over three-fourths of the respondents reported verbal abuse and over one-fourth had been threatened with violence. Other students were the most frequent
ial support systems. The high frequency of suicidality among transgender wome n from Hyderabad, India, and Rio de Janeiro, Brazil, calls for improving access t o evidence-based mental health interventions. Along with problems with general healthcare, participants also reported difficult ies obtaining mental health services in their neighborhoods, citing in particular a dearth of mental health specialists qualified to provide counseling to transgen der people. Participants also mentioned that paying for mental health care was difficult financially and that insurance frequently did not cover these costs.Indiv iduals who spoke favorably about their interactions with mental health professi onals correlated these events with general enhancements in psychological healt h and wellbeing. However, participants reported having to conduct indepth bac kground research to identify counselors who were skilled and experienced in wo rking with transgender people; in many cases, participants had to travel great d istances outside of their community to see these counselors as there were few o ptions in many of the smaller, rural communities where they lived. Lesbian, Gay Bisexual, Transgender/Transsexual, Queer (LGBTQ), the home community of gays, has been the protective covering of gays against discrimination and maltreatment. Several unheard stories from the LGBTQ community keep them silent about their sexual identity, forcing them to conform to what society dictates and assigned them to be. Even though negative experiences are a high risk for them, there are also positive experiences that keep them fighting for gay rights. That is why their peers in the LGBTQ who have the same aim as them unite to establish a home exclusive for their comradeship as Henry Gerber, the founder of Society for Human Rights, created a gay rights organization in 1924 (CNN, 2020). Due to gay rights, which LGBTQ considered as one of their major milestones, their community has seen a glimpse of hope for the better. Because of that, gay people's experiences are now centered more on acceptance and positive views and outlook from the school (White, Magrath, & Thomas, 2018). A chance to openly show your true sexual identity as gay is essential to gay students' experiences (Robinson, 2012). Gay students view their experiences positively, and those may be a medium for them to explore and better understand their sexuality (Taulke-Johnson, 2008). Gay empowerment is the spirit that gay students should possess. Creating a free identity, freedom, security, and belongingness are the essential elements every gay should feel to place their identity into existence (Pena-Talamantes, 2013). Intentional right actions and support were given by the faculty, staff, and peer groups to every campus activity of gay students. Their ability to deal with challenges is essential to success (Hill-Silcott, 2015). And most importantly, family acceptance is a crucial turning point in gay individuals.
Local Studies Previous research revealed that LGBT+ people have greater rates of mental disorders than straight cisgender people, whereas young Filipino women have higher rates of some mental problems than men. Their distinctive social experiences may be the cause of these variances. Despite this, there are very few research that specifically compare the rates and social variables of mental health problems like depression, anxiety, and stress among men, women, and LGBT+ people. Significant levels of stress (81.3%), anxiety (93.8%), and depression (92.0%) were also highest among LGBT+ respondents. Men and LGBT+ people were most affected by discrimination in terms of impact size. While age was protective against stress in LGBT+ people, it may be a risk factor for anxiety in heterosexual cisgender males. Living with peers, working, and learning provided protective effects against anxiety. Statistics show that LGBTQ+ students are particularly affected. Most frequently, stigmatization, public shame, and name-calling accompany it. Discrimination can result in despair, stress, drug and alcohol misuse, anxiety, and, in the worst cases, suicide thoughts, attempts, or even death.The queer community faces unique difficulties in the workplace, in both private and public organizations. They experience unfair treatment that has an impact on their employment standing. For many LGBTQ+ individuals, discrimination begins before they are hired. Transgender women are frequently told by hiring managers that they will be hired if they present as men, and LGBTQ+ people are occasionally given graveyard shifts at work since it is considered they have no family to go to. Emmanuel David Gender & society 29 (2), 169-194, 2015 This article examines new patterns of workplace inequality that emerge as transgender people are incorporated into the global labor market. Drawing on in-depth interviews with 41 transgender call center employees in the Philippines, I develop the concept “purple-collar labor” to describe how transgender workers—specifically trans women—are clustered, dispersed, and segregated in the workplace and how their patterned locations in social organizational structures serve a particular value- producing function. These patterned inclusions, I argue, come with explicit and implicit interactional expectations about how “trans” should be put to work in the expansion and accumulation of global capital. In this way, the study examines the production and extraction of queer value and the folding of trans women’s gendered performances into commercial exchange. Data show how the affective labor of transgender employees is used to help foster productivity, ease workplace tensions, and boost employee morale. This study of transgender employment experiences opens new lines of inquiry for understanding gender inequalities at work, and it builds on scholarship that combines political economy approaches with transgender studies. View at journals.sagepub.com This study analyzes the developmental milestones unique to rans in a sample of trans-WSM collected from the community in Manila and Cebu, Philippines. Our results extend earlier studies that were mostly US-focused [1-3] to a global context and sample of trans-WSM in the Asia-Pacific; to the best of our knowledge, this study offers the first account of this topic in this region. We discovered that these milestones are typically experienced primarily during
Mixed Method Research Design: Research question: What is the level of stress of Grade 12 homosexual students in Labas Senior High School and how does it affect their daily life in relation to third gender discrimination? Phase 1: Quantitative data collection and analysis Sample: A selected sample of 20 Grade 12 homosexual students from Labas Senior High School. Data collection: A self-administered survey questionnaire will be used to collect data on the level of stress experienced by the Grade 12 homosexual students in relation to third gender discrimination. The survey will include closed-ended questions to measure stress levels and demographic information such as age, gender, and sexual orientation. Data analysis: Descriptive statistics such as mean, standard deviation, and frequency distribution will be used to analyze the data collected from the survey. Phase 2: Qualitative data collection and analysis Sample: A purposive sample of 10 Grade 12 homosexual students from Labas Senior High School. Data collection: Semi-structured interviews will be conducted with the purposive sample to explore in-depth their experiences of third gender discrimination, the sources of stress, and how it affects their daily life. The interviews will be audio- recorded and transcribed verbatim. Data analysis: Thematic analysis will be used to analyze the qualitative data collected from the interviews. Themes and patterns related to the experiences of third gender discrimination and the impact of stress on daily life will be identified. Phase 3: Integration of quantitative and qualitative data Data integration: The quantitative and qualitative data will be integrated to provide a comprehensive understanding of the research question. The data will be triangulated to explore the similarities and differences between the quantitative and qualitative data. The findings will be presented in a narrative format that will highlight the most salient themes and patterns. Limitations: The study may be limited by the small sample size of the qualitative
phase. The findings may also not be generalizable to other schools or locations. The study may be limited by social desirability bias in the self-reported data from the survey questionnaire. Overall, this mixed method research design will allow for a more comprehensive understanding of the level of stress experienced by Grade 12 homosexual students in Labas Senior High School and how it affects their daily life in relation to third gender discrimination.
The population of this study will be the LGBTQ+A students of Labas Senior High School. The researchers will prepare a set of different questionnaires for the survey. The sampling method that was used in the research is a non- probability method, the study will use a Purposive sampling. Wherein the researchers will only select those who comprise the characteristics that the researcher requires in the study. DATA GATHERING (bonecile) The researchers will used survey questionnaire to gather data from respondents. A letter of request to conduct the study was prepared. The researchers constructed a list of questions, that will be validated by (some teachers) and once the questionnaire was approved the questionnaire will be distributed to the respondents. The researchers will conduct the study in Labas Senior High School from different strands of grade 12 such as GAS , HUMSS, STEM, and ABM. It will be conducted through survey , because it collect the data faster. The researcher will explain the importance of their response to the study. The researchers will need to clarify some terms to the respondents so that the respondents can answer the questionnaire with full knowledge of their responsibility as the subject of the study. The researchers uses a purposive sampling, the sampling units are selected subjectively by the researcher. In this study since the researcher goal is to determine the Third Gender Discrimination: Level of Stress of Homosexual Affecting Their Daily Life, the researchers believe that this method is the most applicable in choosing the sample for research. After the respondents answered the questionnaire, the researcher will collect and tally the data for interpretation. The researcher will asks a statistician teacher to help in determining the appropriate statistical tools to study. INSTRUMENTATION (Mendoza A.) Instrumentation: We shall use "survey questionnaires via Google Forms" in this project. The questionnaires are divided into two sections. The first section uses Likert's scale to discuss how daily life is impacted by the use of electronics. The second section, which asks whether using gadgets could harm students' academic achievement, will be addressed by the students themselves. questions in this scale ask you about your feelings and thoughts Example: during you're encounter in discrimination in your life, how often have you felt nervous and “stressed”? Rated on a 5-point Likert scale: 1 = Never, 2 = Almost Never, 3 = Sometimes, 4 = Fairly Often, 5 = Very Often
Once the survey questionnaire has been completed by the respondents data will be tabulated and subjected to the following statistical tools.
Qualitative Data Collection and Analysis we will conduct a qualitative study to collect data on the experiences of Grade 12 Homosexual students in Labas Senior High School regarding discrimination and stress. We will use focus group discussions to collect data. Sample Selection: We will select a sample of Grade 12 Homosexual students in Labas Senior High School using a purposive sampling method. We will select students who reported high levels of stress in the survey and students who reported experiencing discrimination based on their sexual orientation. Data Collection: We will conduct focus group discussions with the selected students to collect data on their experiences of discrimination and stress. The discussions will be recorded, and notes will be taken. The discussions will be guided by open-ended questions such as:
In accordance with the Republic Act 10173 or the Data Privacy Act of 2012, the information collected will be used for purely academic purposes and will consistently be kept confidential by the researchers. The following ethical standards will be complied to the researchers will be truthful, no plagiarism or fabrication will occur, and the researcher will be trustworthy and reliable for information. Moreover, if a responder chooses not to take part in this survey. By implementing policies and fostering a supportive environment, we can create a school community where all students, regardless of their sexual orientation or gender identity, can thrive academically, emotionally, and socially. It is only through such collective efforts that we can eliminate discrimination, promote well-being, and cultivate an educational environment that respects and embraces the diversity of its students.
