UNIVERSIDAD DE MANILA

C.M. Palma St., Cor. A.J Villegas St.,

Mehan Gardens, Manila

THE EXTENT OF INFLUENCE OF LGBT AMONG THE STUDENTS OF

UNIVERSIDAD DE MANILA

An Undergraduate Thesis Presented to the faculty of

The College of Education Universidad de Manila

In Partial Fulfillment of the Requirements for the

Degree of Bachelor of Secondary Education

Major in Biological Science

By:

Almorade, Jonar R.

Dela Cruz, Allison Ann M.

Occeno, Cherry Mae E.

October, 2019

1
 APPROVAL SHEET

This thesis entitled “The Extent of Influence of LGBT Among the Students of
Universidad de Manila” prepared submitted by Almorade, Jonar R., Dela Cruz, Allison
Ann M., Occeno, Cherry Mae E. In partial fulfillment for the requirements for the Degree
of Secondary Education, Major in Biological Science has been examined and is
recommended for acceptance and approval for oral examination.

___________________ __________________________
Date Dr. Ma. Jacqueline B. Patarata
Thesis adviser

PANEL OF EXAMINERS
Approved by the committee in Oral Examination with the grade of ___%

________________________
Dr. Mounien D. Beldia
Chairman, College of Education

_______________________ _________________________
Engr. Leticia V. Marquez Prof. Rodolfo M. Martinez Jr.
Member, College of Engineering and Technology Member, College of Education

Accepted and approved in partial fulfillment of the requirements for the degree Bachelor
of Secondary Education major in Biological Science.

_______________________________
Dr. Antonio A. Taringting
Dean, College of Education

2
 ACKNOWLEDGEMENT

The researchers would like to express their utmost gratitude and sincere

appreciation for the immeasurable considerations of the following people who extended

their assistance in the preparation and accomplishment of this study.

Engr. Leticia V. Marquez of College of Engineering, for helping them to make the

gathered data relevant to the interpretation in their statistics.

Dr. Mounien D. Beldia, faculty member of the College of Education, for sharing her

expertise, support, valuable, inputs and constructive criticism to develop and complete

this research.

Prof. Rodolfo M. Martinez Jr., one of the panelist who helped the researchers in

their grammar from the beginning up to the completion of this research.

Dr. Jacqueline B. Patarata, faculty member of the College of Education and the

adviser of this researchers in Thesis Writing EDN 022, for mentoring and guiding the

researchers for the inception of this research up to the final defense.

The deans who cooperatively give the population of their college without their help

this research would be incomplete.

The respondents from different colleges who answered the survey questionnaire

wholeheartedly and to their classmates the ED 44 Batch 2019-2020, for supporting

each other to accomplish the study.

3
 Above all, to Almighty God for guiding them, for giving them strength and courage

to do this study, for making things possible.

Thank you very much!

THE RESEARCHERS

4
 DEDICATION

The research study is wholeheartedly dedicated to our loving family, supportive

friends, professors, schoolmates, future researchers and most of all t our Almighty God

who gives us motivation that serves as the source of our inspiration. Without their

unconditional love and endless support this research would not have been impossible.

This thesis is also dedicated to our beloved professors who have given us strength

to overcome any task with determination. Through the help of their guidance we were

able to accomplish this study. They have been our constant inspiration in throughout the

study.

THE RESEARCHERS

5
 ABSTRACT

Title:

The Extent of Influence of LGBT

among students of Universidad de Manila

The Researchers:

Almorade, Jonar R.

Dela Cruz, Allison Ann M.

Occeno, Cherry Mae E.

Year: 2019

Degree: Bachelor of Secondary Education Major in Biological Science

School: Universidad de Manila

Adviser: Ma. Jacqueline B. Patarata

6
I. Statement of the problem:

This study sought to determine the Extent of Influence of LGBT Among the

Students of Universidad De Manila. Specifically, it attempted to answer the

following problems:

1. What is the demographic profile of the students in terms of:

a. Sex;

b. Age;

c. Year level/Course;

d. College/Department?

2. What are the perceptions of the respondents on LGBT in terms of:

a. Dress code;

b. School rules/regulations;

c. School activities;

d. Using facilities?

3. What are the influence/s of LGBT to the respondents?

4. What is the level of preparedness of the respondents to LGBT in the

community?

The researchers used descriptive-quantitative method. To interpret the data

effectively, the researchers employed the following statistical treatment. The

Percentage and Rating Scale are the tools used to interpret data.

7
 The researchers found out that 457 respondents who answered the survey

questionnaire provided by the researchers most of the are female with the

number of 240 (50.3 %) rather than male with the number of 217 (49.6%). Most

of the respondents age ranges from 19-21 years old. Most of the number of

respondents are 1st year 130 (28.4%) and 2nd year 138 (30.1%). Most of the

number of respondents are from College of Industrial Technology (CIT) 75 (5%).

Out of 10 statements in the survey questionnaire, giving an equal opportunity

to the LGBT community, receive equal treatment in the community, allowing

them to participate in school activities such as Mr./Ms. UDM and allowing

students to participate in Pride March got the highest mean on the perceptions of

the respondents to LGBT. The respondents are unprepared on LGBT and

somehow accepted by most of the respondents.

Recommendations

1. For the professors and the school administrations we need to be more aware

about the LGBT specially on the laws which is exclusively for their community

only. Also host several seminars about sexual orientation not only for the LGBT

as well as the other gender.

2. For the students, it’s an eye opener for them to accept LGBT community without

any hesitations.

3. For the parents, be aware of their children’s gender identity to give them proper

guidance and accept what their gender may be.

8
4. For the next researchers, to find or add some rules and regulations that the

Universidad de Manila will implement for them to be aware of the possible

consequences of their actions.

5. The researchers encourage further studies, university wide search for a more

conclusive and consistent result.

9
 TABLE OF CONTENTS

TITLE 1

APPROVAL SHEET 2

ACKNOWLEDGEMENT 3

DEDICATION 4

THESIS ABSTRACT 6

TABLE OF CONTENT 10

Chapter I: Problem and its Background

Background of the study 13

Statement of the problem 15

Assumptions 15

Significance of the study 16

Scope and limitations 17

Definition of terms 17

Chapter II: Review of Related Literature and Related Studies

Foreign Related Literature 18

Local Related Literature 21

10
 Foreign Studies 27

Local Studies 30

Synthesis 36

Theoretical Framework 37

Research Paradigm 38

Chapter III: Research Methodology and Procedures

Research Design 39

Locale of the Study 39

Sampling Technique 39

Data Gathering Instrument 40

Data Gathering Procedure 40

Statistical Treatment 40

Chapter IV: Presentation, Analysis and Interpretation of Data

Demographic Profile of the Students 42

Perceptions of the Respondents 45

Extent of Influence 47

Level of Preparedness 49

11
Chapter V: Summary, Conclusion and Recommendation

Summary of findings 51

Conclusions 52

Recommendations 52

REFERENCES 54

RECOMMENDATION SHEET

APPENDICES

CURRICULUM VITAE

12
 CHAPTER I

INTRODUCTION

I. Introduction:

“Love has no gender – compassion has no religion- character has no race.”

- Abhijit Naskar

As a student who is surrounded by different individuals, one of the requirements in

order to gain friendship is to look at the gender of his/her peer if he/she is capable of

contributing something to their group. According to Google, gender is the state of being

male or female is typically used with reference to social and cultural differences rather

than biological ones.

Background of the study

As of 2017, the global movement for gender equality is not incorporated in the

proposition of genders. Besides women and men or gender identities outside the gender

binary. Christian de Pizan (1405) stated that “the oppression of women is founded on

irrational prejudice, pointing out numerous advances in society probably created by

women”. According to Cynthia Coron “gender equality initiatives must change not only

how women think and behave but men too”.

According to the Agency’s GAD Plan is a systematic set of programs, activities and

projects with clear objectives for addressing gender issues and appropriate strategies and

13
activities with monitoring and evaluation indicators. It is an instrument to make all aspects

of agency and its work gender-responsive.

LGBT in Universidad de Manila accepted in various situations but the researchers

are looking for broader scope how accepted LGBT is in the university, giving the idea why

the researchers chose this issue to study further on. The researchers are to inform and

raise awareness other people (both external and internal) why there should be the need

to address/support LGBT.

This study was conducted at the Universidad de Manila (former City College of

Manila) located at A.J Villegas cor. C. M. Palma St. Ermita, Manila. The researchers

focused on Universidad de Manila’s different colleges.

II. Statement of the problem:

This study is to determine the Extent of Influence of LGBT Among the Students of

Universidad De Manila. Specifically, it attempted to answer the following problems:

1. What is the demographic profile of the students in terms of:

a. Sex;

b. Age;

c. Year level/Course;

d. College/Department?

2. What are the perceptions of the respondents on LGBT in terms of:

a. Dress code;

b. School rules/regulations;

c. School activities;

d. Using facilities?

14
 3. What are the influence/s of LGBT to the respondents?

4. What is the level of preparedness of the respondents to LGBT in the

community?

Assumptions:

The researchers’ assumption on LGBT is they are accepted by the respondents,

the university rather but when it comes to school rules and regulations the

respondents and the university are not yet prepared.

Significance of the study:

The significance of this study is to inform and raise awareness in the students but

also other people in the society about LGBT. Since LGBT receives unequal treatment

inside and outside the community both local and international. This study will be beneficial

to the following:

Students: it may give confidence and may warn nor remind the students that gender is

not about measurement of being a decent and strong individual and not a crime.

Faculty: it may help the students of each college to be more productive without hesitation

on their gender abilities and raise their self-reliance.

Administration: it may help the administration of UDM to assess, support and raise

gender equality in the school premises.

Parents: it may give awareness to the parents to give proper guidance and acceptance

to their child without family degradation.

15
Future Researchers: it may provide education, awareness, acceptance, facts and basic

information that would be essential for their study.

Scope and Limitations:

This study focused on “The Extent of Influence of LGBT among the Students from

Universidad De Manila”. The respondents are composed of Senior high, 1st, 2nd and 4th

year students of different Colleges in Universidad de Manila school year 2019-2020.

Definition of Terms

Awareness – knowing and understanding a lot about what is happening in the world or

around you.

Equality – the quality or state being equal of having the same rights, social status etc.

Extent - the degree to which something has spread; the size or scale of something.

Gender – the behavioral, cultural or psychological traits typically associated with one

sex.

SOGIE BILL - Sexual Orientation and Gender Identity Expression Equality Bill, also

known as the Anti-Discrimination Bill, is a proposed legislation of the Congress of the

Philippines.

Gender and development - is an interdisciplinary field of research and applied study that

implements a feminist approach to understanding and addressing the disparate impact

16
that economic development and globalization have on people based upon their location,

gender, class background, and other socio-political identities.

LGBT – third gender group consist of lesbian, gay, bisexual and transgender.

Society – people in general thought of as living together in organized communities with

shared laws, traditions and values.

17
 Chapter II

Review of Related Studies and Related Literature

This chapter contains review of related studies and literature which provides facts

and ideas gathered from different sources that will be helpful for better understanding of

the study.

Review of Related Literature

Foreign studies

Abdulrahim P. Vijapur, (2007) studied the Plight of Human Rights Education in

Indian Schools and found out that the students from these communities have been facing

discrimination of various kinds, even though such forms of discrimination are outlawed

both in national law and the international law of human rights And Cole (2007) studied

about the discrimination against LGBT youths stated that discrimination against LGBT

can create repression along with a deficiency in their natural growth. Discrimination also

has a social and emotional impact on them. Instead of being social individuals, LGBT

youths remain in the closet and hide. The loneliness that they bear can turn into

depression which often leads to substance abuse or even suicide. LGBT youths have

greater chances of alcohol and substance abuse than heterosexual youths (U.S.

Department of Health and Human Services, 1989, as cited in “Today’s Gay Youth,” n.d.).

Also, roughly about one third of LGBT youths have a drinking or drug problem. Human

Rights Watch (2001) interviewed some LGBT youths who say that they drink to the point

of passing out or to feel good and normal (p. 69). The lack of support from parents or

18
schools can possibly make them feel like there is no hope of ever living a happy life and

being productive (Human Rights Watch, 2001, p. 68).

Cole (2008) further explains that rejected LGBT youths generally do not learn how

to build a relationship with peers or families. As a result, it creates a state of loneliness

and isolation for them. Some LGBT youths are both verbally and physically abused by

parents (“Today’s Gay Youth,” n.d.). In addition, roughly about 40% of youths that are

homeless are classified as LGBT youths. The same article shows 27% of male teenagers

ho classified themselves as gay or bisexual left home due to quarrels with family members

over their sexuality. Needless to say, parents and families play a big part in discrimination

against LGBT youths and the effects that it has on them.

According to Cole (2007), the word “faggot” is often used by anti-gay peers to

terrorize LGBT youths. Words such as “faggot” or “gay” are sometimes used in a negative

sense to express something either stupid or uncool (Human Rights Watch, 2001, p.35).

When that occurs, it shows an even greater sign of discrimination against LGBT youths.

I noticed that these words are not only used in the real world but also in movies and TV

shows which makes it harder for LGBT youths to deal with. In addition to the

discrimination from society and their peers, LGBT youths also endure discrimination from

home/families and particularly schools. However, according to Jeffrey Beall, 2017 about

LGBT: gender neutral comfort rooms studies show that transgender students could be

harassed, sexually assaulted or subjected to other physical violence when required to

use a gendered bathroom. Recent studies suggest that over 50 percent of transgender

individuals will experience sexual assault in their lifetime (a rate that is far higher than for

19
non-transgendered individuals), and that (absent protections) using bathrooms could

pose a significant threat of physical harm or harassment. One survey, commissioned

by UCLA’s Williams Institute, found that 68 percent of participants were subjected to

homophobic slurs while trying to use the bathroom

Peer pressure as the main influence of LGBT

Peer group influence becomes apparent in preschool when children typically begin

separating along gender lines and developing their interests, identities and behavior

accordingly says Martin et al. (2013). He found that children reinforced each other to

exhibit similar levels of engagement in gender-typed activities, thereby amplifying

children’s tendencies to segregate by sex” (p. 932). In this way children are themselves

primary agents in promoting gender-typical play and behavior. Furthermore, the peer

group impact on individual definitions of “success,” or the desire to achieve and gain

positive appraisal from others, tends to follow conventional gender roles.

Local studies

Cagandahan (2008) Sexual Orientation at home and shool concluded in one of the

cases she handled that gays in UPLB prefer to be seen as gay when inside the

University campus and as straight males when they are outside the campus especially

when they’re with their own families. One of the cases took a while to elaborate his

gender identity but he admitted being a discreet gay, meaning he is really gay inside but

continues to be seen as a male in public. His friends know him to be a homosexual

20
although he prefers to be seen as a male in public. Although seen as gay in UPLB, the

larger public sees him as a male. He also claimed that he doesn’t act as gay inside his

home. His family doesn’t have any idea about his sexual orientation because he is

afraid that his mother would be blamed by people because of his sexual preference. On

the other hand, according to Ocampo (2011), official recognition of LGBT-related

discrimination has a “direct bearing on any future test case, as they can provide the

factual basis, for the protection sought by the litigant and support the claim that LGBT

(people) are discriminated as a class.” Unfortunately, there remain limited studies done

about LGBT rights in the Philippines. Due to this, the discrimination faced by LGBT

Filipinos is often highlighted by anecdotal and documented cases

LGBT in Asia

This country report is a product of a broader initiative entitled ‘Being LGBT in Asia:

A Participatory Review and Analysis of the Legal and Social Environment for Lesbian,

Gay, Bisexual and Transgender (LGBT) Persons and Civil Society’. Launched on Human

Rights Day, 10 December 2012, “Being LGBT in Asia” is a first-of-its-kind Asia-wide

learning effort undertaken with Asian grassroots LGBT organizations and community

leaders alongside UNDP and USAID. With a focus on eight participating countries –

Cambodia, China, Indonesia, Mongolia, Nepal, Philippines, Thailand and Vietnam – the

effort examines LGBT lived experience from a development and rights perspective. ‘Being

LGBT in Asia’ has a number of objectives. It encourages networking between LGBT

people across the region, building a knowledge baseline, and developing an

21
understanding of the capacity of LGBT organizations to engage in policy dialogue and

community mobilization. Through this work, ‘Being LGBT in Asia’ promotes understanding

of the inherent human rights of LGBT people and the stigma and discrimination faced by

them regionally. It also outlines steps toward LGBT-inclusive development work for UNDP

and the UN system; USAID and the US Government; and other development partners

through reports like this and other social and multimedia products. Finally, ‘Being LGBT

in Asia’ highlights the views of LGBT participants at community dialogues and links

stakeholders who are working to enhance LGBT human rights across Asia. (UNDP,

2014). in a survey done by Concordia et al., homosexual respondents reported the need

to work harder to prove their qualifications to their employers, and that they are penalized

more for the same mistakes, and receive less priority for promotions compared to their

heterosexual coworkers. A newer study among young same-sex attracted Filipino men

found that their odds for suicide ideation (if not actual suicide) was higher compared to

their heterosexual counterparts (Manalastas, 2013).

Academic freedom

In educational institutions, it was found that LGBT people are subject to

discrimination, bullying and abuse under the guise of “academic freedom” which allows

educational institutions to create their own policies. LGBT issues are not included in

curricula. However, the Department of Education in 2012 issued an order to protect

children from violence, abuse and exploitation regardless of sexual orientation and

gender identity. Positive case studies included pride events on campuses and the election

of LGBT individuals to student councils. (UNDP, 2014) LGBT individuals face challenges

22
in employment both on an individual level and as members of a community that is subject

to discrimination and abuse. This can be compounded by the weak social status and

position of the individuals involved. Examples of discrimination were given in both the

recruitment of employees and during regular employment. It was noted that employers

sometimes take advantage of LGBT employees. Sexual harassment of LGBT employees

was reported. A concern was expressed about potential discrimination in the workplace

based on HIV status. Employment is an area identified where LGBT organizations and

parts of the community (such as overseas workers and sex workers) are not playing an

active role. Case studies in this area included appealing to progressive global corporate

practices to advance local policies for LGBT employees and testing anti-discrimination

ordinances in relation to employment issues. (UNDP, 2014).

HRC adopted resolution about human rights, sexual orientation and

gender equality

In 2011, the UN Human Rights Council (HRC) adopted resolution 17/19, which

paved the way for the United Nations Office of the High Commissioner for Human Rights

(OHCHR) to issue the first UN report on human rights and sexual orientation and gender

identity (SOGI). In the report, evidence of the discrimination faced by people because of

their sexual orientation or gender identity was presented including inequities in

employment, access to health treatment, care, and support (TCS) and education, as well

as criminalization, physical violence and murder (OHCHR, 2011). High Commissioner

23
Navi Pillay challenged UN member states to help write a new chapter in UN history by

ending the discrimination faced by LGBT people. (UNDP, 2011)

There have been numerous studies focused on the ongoing difficulties of LGBT

Filipinos. In 2010, Isis International documented the discrimination faced by LGBT

persons in employment, particularly transgender Filipino women who are denied the right

to express their gender identity in the workplace (Alegre, 2006). In 2009, Rubio and Green

reported that Filipino gay men experience greater anxiety associated with less conformity

to a prescriptive “male” role.

Sexual orientation at home and school

Cagandahan (2008) concluded in one of the cases she handled that gays in UPLB

prefer to be seen as gay when inside the University campus and as straight males when

they are outside the campus especially when they’re with their own families. One of the

cases took a while to elaborate his gender identity but he admitted being a discreet gay,

meaning he is really gay inside but continues to be seen as a male in public. His friends

know him to be a homosexual although he prefers to be seen as a male in public. Although

seen as gay in UPLB, the larger public sees him as a male. He also claimed that he

doesn’t act as gay inside his home. His family doesn’t have any idea about his sexual

orientation because he is afraid that his mother would be blamed by people because of

his sexual preference.

The Pew Research Center conducted a survey from 2 March to 1 May 2013 in 39

countries with 37,653 respondents. This survey showed that 73 percent of the Filipino

respondents said that homosexuality should be accepted by society with an even higher

24
percentage (78%) of younger respondents in the 18–29 age group (Pew Research

Center, 2013). LGBT Filipinos questioned the results of this survey, however, claiming

that LGBT Filipinos are tolerated only if they fit stereotypes.18 For Tan (2001),

“‘acceptance’ is conditional as long as the bakla remain confined to certain occupational

niches and fulfill certain stereotypes.” Garcia (2004) added that “when visitors to the

Philippines remark that Filipinos openly tolerate and/or accept homosexuality, they

invariably have in mind effeminate, cross-dressing men (bakla) swishing down streets

and squealing on television program with flaming impunity. To equate Philippine society’s

tolerance for public displays of transvestism19 with wholesale approval of homosexual

behavior is naive, if not downright foolish.”

Philippine National LGBT Community Dialogue, the implementation

of academic freedom

For the participants of the 2013 Philippine National LGBT Community

Dialogue, the implementation of academic freedom affects the experiences of many

LGBT Filipinos in educational institutions. For instance, in 2011, Hender Gercio, a

transgender student of the University of the Philippines in Diliman, Quezon City protested

when her French teacher refused to address her as a female because the teacher said it

is against her religious beliefs.40 After a dialogue, the school sided with the French

teacher who supposedly did not violate any of the university rules (i.e. academic freedom,

code of ethics).41 The refusal to recognize someone’s chosen gender identity can be

harmful to their self-esteem, interfering with their educational progress. The participants

of the national dialogue raised other examples of barriers experienced by LGBT Filipinos

in educational institutions, including the gender-insensitivity of the existing curriculum; a

25
culture of bullying42, 43; and the existence of anti-LGBT policies, e.g. required haircuts

and masculinity tests conducted by some schools says McElhill, (2006) to his study

entitled Philippine National LGBT Community Dialogue, the implementation of academic

freedom. Recent studies suggest that over 50 percent of transgender individuals will

experience sexual assault in their lifetime (a rate that is far higher than for non-

transgendered individuals), and that (absent protections) using bathrooms could pose a

significant threat of physical harm or harassment.

Martin et al. (2013) found “children reinforced each other to exhibit similar levels

of engagement in gender-typed activities, thereby amplifying children’s tendencies to

segregate by sex” (p. 932)..

Foreign literature

School Equality

According to the Council for Global Equality (2013), the Russian duma in Moscow

passed a new law banning the “propaganda of non-traditional sexual relationships” to

minors. The new federal law is closely related to several regional laws that were already

on the books, all of which seek to penalize “propaganda” of homosexuality, generally with

the intent of “protecting” minors. The city of Sochi, which is the site of the upcoming

Winter Olympics, has one of those regional laws in place. And while the regional laws

are not uniform, like the new federal law, they all tend to advance vague definitions of

propaganda that lend themselves to the targeting and ongoing persecution of the

country’s LGBT community. The language of this new law focuses on “non-traditional”

26
sexual relationships, to contrast with “traditional values” or “traditional family” language

that Russia is promoting at the UN to oppose positive statements supporting the human

rights of LGBT people. However, the intensity underscores why the Equality Act, re-

introduced in the House of Representatives two weeks ago and which would protect

LGBT people against discrimination in employment, housing and public accommodations

under the 1964 Civil Rights Act, is so urgently needed. That’s true even if the bill, getting

its first-ever hearing in the House Judiciary Committee Tuesday, will have an arduous

path in the Republican-controlled Senate. In Kansas, Republican lawmakers, backed by

evangelical Christian leaders, introduced two bizarre but nonetheless horrendous bills

earlier this year. One bill, similar to bills introduced in Wyoming and South Carolina last

year, seeks to define same-sex marriages as “parody marriages,” and define gay and

transgender identities as “mythology,” part of a “religion of secular humanism” that

violates the Constitution’s Establishment Clause. The other bill states that same-sex

marriages “erode community standards of decency, unlike secular marriage between a

man and a woman.” Tennessee Republicans are pushing the odiously-titled Natural

Marriage Defense Act, introduced in February, which would prohibit the state from

recognizing court decisions that affirm unions between people of the same

gender. Michelangelo Signorile (2019)

Current Retention Strategies in Higher Education

With a multitude of barriers affecting their educational and personal identity

development experiences, LGBT students at institutions of higher education are at a

27
much higher risk for psychological issues. Sexual minority students facing often

heterosexist/homophobic campus climates, institutionalized homophobia, less impactful

educational experiences, and a lack of support from fellow students, faculty and staff,

face great obstacles in academic persistence and success. Yet, retention and academic

persistence are some of the most higher research topics in higher education. Various

minority populations have been identified and studied at the level of higher education

including racial/ ethnic minorities, students facing socio-economic challenges,

population of non-typical aged groups, gender minorities and so on (Tinto, 2006).

However, after an exhaustive review, literature pertaining to the retention of LGBT

students specifically is scarce, if at all existent. Quantitative data about the retention

levels of sexual minority students is even more difficult to come by (Waldo. 1998)

Anti-discrimination protections for LGBTQ

Almost half of all Americans incorrectly believe that federal law protects lesbian,

gay and bisexual people from discrimination on the basis of sexual orientation,

according to a Reuters/Ipsos opinion poll released this week. A month ago, the

Democratic-controlled U.S. House of Representatives passed the Equality Act, which

would codify anti-discrimination protections for LGBTQ people in areas such as

healthcare and housing into federal law. But the bill faces stiff opposition in the

Republican-controlled Senate and the administration of President Donald Trump, a

Republican, opposes the bill on the grounds that it threatened “to undermine parental

and conscience rights. Some supporters of the bill say the disconnect between the public

28
 perception and the actual protections afforded to LGBTQ people shows a need to drum

up support for the legislation. “The public might be getting the sense that we’re fully

integrated in society and that we live a trouble-free life, and that is a challenge for my

organization,” said Stacey Long Simmons, director of advocacy and action at the

National LGBTQ Task Force, which works on behalf of lesbian, gay, bisexual,

transgender and other queer people. (The Reuters poll, 2019)

Queer Tongues

Examining a wide range of global cultures, speaking in Queer Tongues presents

essays on topics that include old versus new sexual vocabularies, the rhetoric of gay-

oriented magazines and news media, verbal and non-verbalized sexual imagery in

poetry and popular culture, and the linguistic consequences of the globalized gay rights

improvement.

Social minority in higher education

While experts in higher education now recognize the great need to integrate and engage

with student early on in their educational careers and especially via the classroom, putting

the theory of social and academic integration into practice has proven a greater challenge

(Braxton, Milem & Sullivan, 2000; Tinto, 2006). While many institutions of higher

education have made it a priority to try to increase retention numbers of various population

‘substantial gains in student retention have been hard to come by’ (Tinto,2006, p.2).

Academic persistence amongst all student populations has been slow to increase, despite

29
a multitude of research about the topic area. Tinto (2006) states in his contemporary work

that the idea of social and academic integration still stands yet putting the theory into

practice have proven challenging for institutions of higher education on a whole. Tinto

(2006) stressed the importance of involving individuals early in their academic career,

stating ‘involvement, of what is increasingly being referred to as engagement, matters

and it matters most during the critical first year of college (p. 4) what appears to be

paramount to student success is the students ability to engage with the institution of

higher education that they are a part of early on in their academic career .Sexual minority

student often have a difficult time findings their niche within the higher educational setting;

they often lack visible community of peers, supportive faculty and staff, and an accepting

educational and community climate. For sexual minorities, the task of integrating within

the higher educational context provides even larger challenges than their heterosexual

peer face. Waldo (1998) found that ‘LGBT [lesbian, bisexual and gay] students indicated

that they feel less accepted and respected on campus than their heterosexual

counterparts’ (p. 767) and suggested therefore ‘that encountering hostility on campus

may lead to decrements in academic satisfaction’ (p. 767). One would assume, therefore,

that LGBT students in higher education would face lower rates of academic persistence.

There is great difficulty in obtaining data about sexual minority population in retention due

to a myriad of factors including, but not limited to, to the fact that the population is self-

identified and therefore incredibly difficult to track. The lack of visibility of the sexual

minority population at many institutions of higher education in combination with the

outright prejudice that sexual minorities face within the larger community has left many

LGBT students anonymous and lacking in proper academic and personal services. Sadly,

30
this leaves many sexual minorities with a less than fulfilling educational experience, and

potentially a failure to be academically retained

Local Literature

Does the gender equality is a fundamental human act?

According to UNDP gender equality is a basic human right and a necessary

condition for the elimination of poverty and attainment of national social and economic

development. The principle of basic human rights calls for equal civil, political, economic,

social and cultural rights for all individuals. In the Philippines and around the world, there

is growing recognition that development and poverty reduction cannot be achieved

without equal access by all groups to decision-making, planning, political participation,

education, and productive resources.

“There were even instances when LGBT people were made to sign “contracts” to

ensure they did not express their sexual orientation or gender identity,44 an imposition

on one’s sense of self not required by those whose SOGI conforms to society’s

expectations. In May 2012, the Department of Education (DepEd) issued DepEd Order

No. 40 (The DepEd Child Protection Policy), which seeks to guarantee the protection of

children in schools from any form of violence, abuse or exploitation regardless of SOGI.

31
Unfortunately, no monitoring is done on its implementation and hence whether it is helping

LGBT children in schools.

Having an LGBT member in the senate

In the political realm, the LGBT political party Ang Ladlad has been unsuccessful

to date in winning a seat in Congress. Because of this, the representation of LGBT issues

is often made by heterosexual allies. Individual LGBT politicians, rather than one party,

are seen as a way to promote LGBT rights. LGBT Filipinos need to be involved in the

development of LGBT-related laws, ordinances and policies. Some local successes

include anti-discrimination ordinances and a Gay Rights Desk at a Local Government

Unit. (UNDP, 2014)

Senator Manny Pacquiao’s assumption regarding LGBT

According to senator and boxing legend Manny Pacquiao (2017) “we’re not

human. They should just let us be.” Schools should be safe places for everyone. But in

the Philippines, students who are lesbian, gay, bisexual, and transgender (LGBT) too

often find that their schooling experience is marred by bullying, discrimination, lack of

access to LGBT-related information, and in some cases, physical or sexual assault.

These abuses can cause deep and lasting harm and curtail students’ right to education,

protected under Philippine and international law.

32
 Anti- bullying law

Lawmakers in the Philippines have recognized that bullying in secondary schools

is a problem and have taken important steps to address it, Human Rights Watch said. In

2013, the Philippine Congress passed an anti-bullying law and the Department of

Education issued regulations prohibiting bullying on the basis of sexual orientation and

gender identity. During the 2016 presidential campaign, too, Rodrigo Duterte vocally

condemned bullying and discrimination against LGBT people. “President Duterte has

spoken out against bullying and discrimination against LGBT people in the past, and he

should do so now,” Thoreson said. Yet Human Rights Watch’s research shows that LGBT

students still encounter physical bullying, verbal harassment, sexual assault, and

cyberbullying in schools. Many students were not aware of anti-bullying policies or did not

know where to seek help if they were persistently bullied. (humanwatch.org, 2017)

Cruz says LGBT youth want senatorial and party-list candidates to know that they

are looking for politicians who would champion the rights of marginalized groups such as

LGBTQs and women. He says discrimination still happens, as many of his peers are

catcalled and harassed on the streets. “Panahon na para lumaban para sa mga ganitong

klaseng diskriminasyon. Kailangan natin ngayon ng mga tunay na mambabatas at hindi

mga mambabastos," Cruz said at the Safe Public Spaces campaign event. Sofia

Tomacruz, rappler.com (2019)

33
 Gender and Development (GAD)

Gender and Development (GAD), according to UNESCO (2000), is an approach

that seeks to integrate gender awareness and competence into mainstream development,

while recognizing that development activities may affect women and men differently (due

to sexual differences as well as historic circumstances), and therefore emphasizing the

need to apply appropriate gender planning in order to ensure that the resulting conditions

and results are equitable to women and men. Creating legal actions through enactment

of laws is a means of reaching such worthwhile endeavor.

“Just Let It Be”

Students in the Philippines suffer bullying and discrimination in school because of their

sexual orientation and gender identity, Human Rights Watch said in a report released Thursday.

Titled "Just Let Us Be," the report said lesbian, gay, bisexual, and transgender (LGBT) students

in secondary school experience "widespread bullying and harassment, discriminatory policies and

practices, and an absence of supportive resources" that put them at risk and undermine their right

to education. "LGBT students in the Philippines are often the targets of ridicule and even

violence," said Ryan Thoreson, a fellow in the LGBT rights program at HRW. "And in many

instances, teachers and administrators are participating in this mistreatment instead of speaking

out against discrimination and creating classrooms where everybody can learn," he said. (abs-

cbn news, 2017)

Rainbow Rights

Rainbow Rights Philippines president Jazz Tamayo, who describes herself as a

"lesbian lawyer," said the problem is stereotypes. The perpetuation of stereotypes

34
contributes to the absence of their protection in the law. "When we are present in the law,

it is to prohibit. We're a ground. Homosexuality is a ground for a legal separation," she

said. "What we need are protections. Up to now our Anti-Discrimination Bill is

languishing in Congress”. Naomi Fontanos, executive director of Gender and

Development Advocates Philippines, said this is especially important because the trans

community in the Philippines is consistently the target of violence. "The violence we

experience as transwomen start with people denying who we are. To deny a woman her

identity is a form of violence. To say that I am not a woman is a form of violence," she

said. The violence they experience, she added, can be physical, verbal, and

psychological. "A lot of transwomen, when they experience physical violence, it's always

very extreme. And this is actually demonstrated by the murder of Jennifer Laude," she

said, referring to a Filipina transwoman murdered by a US Marine in 2014. "She

experienced extreme brutality, and when people found out she was trans, her gender

identity was also denied. The tendency was to blame her for what happened to her, for

the brutal violence inflicted on her." Fontanos said these damaging stereotypes exist even

within trans communities in the Philippines. "There's a certain strand of womanhood that

one must aspire to if you are trans. That you must have surgery, fair skin, that you must

play to the patriarchal ideals of beauty to be an acceptable transwoman," she said. The

panelists, who aimed to shed light on the many facets of womanhood in Philippine society,

urged fellow Filipinos to eliminate stereotypes against the LGBTQ community and to help

ensure their rights and protections. Cristobal, who currently lives with a partner who has

a daughter from a previous relationship, said her "rainbow family" has no legal protection

or rights in the country. Natashya Guttierez, Rappler.com (2017)

35
 LGBT member joining on Ms. Universe

Miss Spain Angela Ponce did not win Miss Universe but she did have her own

moment of victory. Ponce made history as the first transgender candidate and was given

a special segment to highlight the symbolism of her participation in the pageant. Ponce

said she hoped for a world of equality and understanding, ending her speech: “I don't

need to win Miss Universe, I only need to be here." LGBTI advocate and SOGIE (sexual

orientation and gender identity and expression) trainer Ging Cristobal admits to initially

being pessimistic about how the pageant would handle trans inclusion but came out

satisfied. “A stand as to what a woman is was made and that included transgender

women.” The Miss Universe pageant was a poignant platform to uphold the trans

community’s right to define and determine their gender expression and gender identity.

“When I saw Angela remove the sash that identifies her as a woman born and raised in

a particular country, that was a gesture that demonstrated the kind of inclusivity the trans

discourse would like to pursue,” said J Pilapil Jacobo, a transpinay university professor

teaching literature and gender studies. Some gay men were just as emotional about

Ponce’s moment on stage but from the other side of the spectrum. “I’m gay, but I think

the LGBT community is becoming too demanding. This is not equality. Lahat ng bagay,

kahit hindi para sa kanila, gusto involved sila. Kayo ang sumisira sa LGBT, mga over

demanding [They want to be involved in everything, even in matters that don’t involve

them. You are destroying the LGBT community with your being so demanding],” wrote

one gay man on Facebook. This was one of the more benign comments from a gay man

who posted on Facebook. “This is a sign of an unfortunate reality within the LGBT

community, especially among gay men. We have internalized the hatred, sexism and the

36
stigma we experience, and inflict this culture on ourselves and each other,” lamented

Jonas Bagas an activist for LGBT rights. (Ana P. Santos, rappler.com 2018)

SOGIE BILL

The Sexual Orientation and Gender Identity Expression (SOGIE) Equality Bill ,

also known as the Anti-Discrimination Bill (ADB), is a proposed legislation of

the Congress of the Philippines. It is intended to prevent various economic and public

accommodation-related acts of discrimination against people based on their sexual

orientation, gender identity or expression. The current versions of the bill are championed

by Kaka Bag-ao, Geraldine Roman, and Tom Villarin in the House of Representatives,

and Risa Hontiveros in the Senate. The version in the House of Representative passed

its third reading most recently on September 20, 2017, but died in the Senate. It has been

refiled for the 18th Congress. (Wikipedia.com).

Sexual orientation and gender equality in secondary schools

"Unfortunately, positive information and resources regarding sexual orientation

and gender identity are exceedingly rare in secondary schools in the Philippines. When

students do learn about LGBT people and issues in schools, the messages are typically

negative, rejecting same-sex relationships and transgender identities as immoral or

unnatural," HRW, which notes the influence of the Catholic Church on issues dealing with

37
sexuality, said. It does not help that many school policies like those on uniforms and

hairstyles forced LGBT students to sometimes appear in a manner inconsistent with their

gender identity, which, HRW said, "made them unhappy and uncomfortable, lessened

their confidence, and impaired their concentration." For some, these policies "were

sources of intense anxiety and humiliation, and in some cases led to extended school

absences and even leaving schooling entirely." (Jonathan de Santos, 2017 philstar.com).

Synthesis

Acording to Abdulrahim P. Vijapur, (2007) students tends to faced various

discrimination against LGBT. In this study, researchers were focused about the extent

of Gender equality among the students of Universidad de Manila.

According to Cole (2007) stated that discrimination against LGBT can create

repression along with a deficiency in their natural growth. Discrimination also has a

social and emotional impact on them. Instead of being social individuals, LGBT youths

remain in the closet and hide, in this study, the researchers raised an awareness and

proposal to the members of LGBT in the Universidad de manila to be express who they

are.

Also, according to Matthew Cole (2008) on “Today’s Gay Youth” stated that

rejected LGBT youths generally do not learn how to build a relationship with peers or

38
families. As a result, it creates a state of loneliness and isolation for them. In this study,

Researchers were determined to aim to end the stigma about how the society looks at

the LGBT specifically at the students of Universidad de Manila.

according to Jeffrey Beall, 2017 about LGBT: gender neutral comfort rooms

studies show that transgender students could be harassed, sexually assaulted or

subjected to other physical violence when required to use a gendered bathroom. In this

research, the researchers conducted a survey to the students of Universidad De Manila

if they were agree of having gender neutral comfort room, it turned out that the students

in the Universidad do not agree because the respondents 1st reason is that it should be

funded by the government, second one is the safety of individuals who often used a

comfort room.

According to Cagandahan (2008) Sexual Orientation at home and shool

concluded in one of the cases she handled that gays in UPLB prefer to be seen as gay

when inside the University campus and as straight males when they are outside the

campus especially when they’re with their own families. In this study, the students of

Universidad de Manila preferred to be formal in this institution since Filipinos are

religious.

This study is conducted among the students of Universidad de Manila specifically

to the SHS, 1st year, 2nd year and 4th year students. This study has a lack of past

studies on both foreign and local studies since this issue is recently been discussed by

few researchers

39
Theoretical Framework

Queer theory builds both upon feminist challenges to the idea that gender is part

of the essential self and upon gay/lesbian studies' close examination of the socially

constructed nature of sexual acts and identities. Whereas gay/lesbian studies focused its

inquiries into natural and unnatural behavior with respect to homosexual behavior, queer

theory expands its focus to encompass any kind of sexual activity or identity that falls into

normative and deviant categories. Italian feminist and film theorist Teresa de Lauretis

coined the term queer theory for a conference she organized at the University of

California, Santa Cruz in 1990 and a special issue of Differences: A Journal of Feminist

Cultural Studies she edited based on that conference.

Research Paradigm

INPUT PROCESS OUTPUT

LEVEL OF ACCEPTANCE
PROFILE
QUESTIONAIRE/SURVEY PREPAREDNESS

ACCEPTANCE

40
 CHAPTER III

METHODOLOGY

In this chapter, the researchers presented the methods that were used it also gave

description of the design of the research, research locale, samples with sampling

techniques that are used, instruments used, procedure of gathering data and statistical

instruments used.

I. Sampling Design

The researchers used descriptive-quantitative method. A descriptive-

quantitative method is a method that uses questionnaires in gathering data and

facts. In this method, the researchers employ survey method, to analyze and

to interpret the extent of influence of LGBT.

II. Research Locale

The study was conducted at the Universidad de Manila (former City College

of Manila) main campus located at A.J Villegas cor. C.M Palma Street, Ermita,

Manila. And university downtown campus an annex building at Escolta, Sta.

Cruz

The researchers focused and conducted a survey test to SHS, 1st, 2nd, and

4th year students on different colleges of Universidad de Manila.

III. Sampling Techniques

The researcher used non probability, stratified random sampling.

41
IV. Data Gathering Instrument

The researchers facilitated survey method particularly using of

questionnaires.

V. Data Gathering Procedure

The researchers performed the data gathering procedure by giving

the students of Universidad de Manila, survey questionnaire. After the

respondents answered the survey questionnaires, the researchers will

facilitate and analyze all the gathered data.

VI. Statistical Treatment of Data

To interpret the data effectively, the researchers employed the following

statistical treatment. The Percentage and Rating Scale are the tools used

to interpret data.

1.) Frequency & Percentage: used to determine the percentage usually

for data on profile (e.g level, age, gender, etc)

Formula:

𝐹
𝑃 = ( ) 100
𝑁

Where:

P = percentage

F = frequency

N = total number of respondents

100 a constant value

42
2. Weighted Mean: a mean where some values contribute more than others.

Formula:

Where:

X = Mean

F = Frequency

x = Weight of each item

N = Total number of cases

3. The responses to the questions in the given variables were scale using the

Likert Scale system and given weight as follows:

Numerical Value Verbal Interpretation

5 Highly influenced

4 Moderately influenced

3 Slightly influenced

2 Low influenced

1 No influence at all

43
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the data gathered, analysis and interpretation of the
extent of influence of LGBT among the students of Universidad de Manila.

Question 1: what are the demographic profile of the students in terms of:

A. Sex;
B. Age;
C. Year level/Course;
D. College Department?
Table 1

Demographic Profile of the Respondents

SEX FREQUENCY PERCENTAGE

Male 217 49.6%

Female 240 50.3%
Total 457 100%
YEAR LEVEL

SHS 69 15%

1ST 130 28.4%

2ND 138 30.1%

4TH 120 26.2%

Total 457 100%

AGE

15-18 58 12.6%

19-22 196 42.8%

23-25 163 35.6%

26 and Above 40 8.7%

Total 457 100%

44
 Table 1.1

College Department

DEPARTMENT FREQUENCY PERCENTAGE

SHS 69 5%

CET 62 5%

CIT 75 5%

CBE 62 5%

CED 25 5%

CAS 48 5%

CHK 14 5%

CPA 18 5%

CHS 20 5%

CAE 60 5%

CCR 20 5%

TOTAL 457 5%

Graph 1

Demographic Profile of the Respondents

Chart Title
300
240
250 217
196
200 163
130 138
150 120
100 69 58
40
50
0
Male female SHS 1st 2nd 4th 16-18 19-21 22-25 26-Above

SEX YEAR LEVEL AGE

45
 Table 1 shows the total number of the respondents which is 457. 217 (49.6%)

of it was male and the 240 (50.6%) left was all female. The number of the students

is 69 (15%) in senior high, 130 (28.4%) in 1st year, 138 (30.1%) in 2nd year and 120

(26.2%) in 4th year for a total of 457 (100%). The total number of the respondents

based on their age from 16-18 years old is 58 (12.6%), 19-21 years old is 196

(42.8%), 22-25 years old is 163 (35.6%) and 26 and above is 40 (8.7%). Most of

the number of respondents are from College of Industrial Technology (CIT) 75

(5%).

The data shows most of the respondents are female rather than male. It is

because female students are more intimate to the LGBT community than male.

The age of the respondents ranges from 19 to 21 years old because majority of

them are 1st year students and 2nd year students. Most of the number of

respondents are from College of Industrial Technology (CIT).

Graph 1.1

College Department

Colleges in Universidad De Manila

80 75
69
62 62 60
60 48

40
25
18 20 20
20 14

0
SHS CET CIT CBE CED CAS CHK CPA CHS CAE CCR

46
Question 2. What are the perceptions of the respondents on LGBT in terms of:

a. Dress code
b. School rules/regulations
c. Using facilities
d. School activities

Table 2

Perceptions of the respondents on LGBT

Questions Weighted Verbal

mean interpretations
a. Dress code:
Question #2. Having a long hair as gay influences myself as a well-being/as a 2.9 Slightly influenced
student.
Question #10. Having a very short hair as Lesbian and dress like a man influences 2.3 Low influenced
myself as a well-being/as a student.

b. School rules/regulations:
Question #1. Having an equal opportunity to cross dress boost self-confident and 3.1 Slightly influenced
self-esteem to do daily activities inside the campus without hesitation of being
discriminated.
Question #3. Each gender (Male/Female/LGBT) shall receive equal treatment in 3.4 Slightly influenced
the community.
Question #6. Make friends with the LGBT community to improve socialization. 3 Slightly influenced

Question #7. Speaking of “Gay-lingo” as form of socialization. 3.1 Slightly influenced

c. School activities:

Question #4. Must have School activities that provides the participation of LGBT 3.3 Slightly influenced
aside of BaGay na BaGay
Question #5. Participation of LGBT community to the various school activities. 3.2 Slightly influenced

Question #8. Allowing of Transman or Transwoman to participate in Mr/Ms. BaGay 3.1 Slightly influenced
na BaGay.
Question #9. Allowing those students regardless of gender that want to participate 3.6 Moderately influenced
in Pride March to raise rights for their unions in the university.

47
 d. using facilities:

Do you Agree of having a Gender Neutral Comfort

room?

122

176

159

Agree Undecided Not Agree

Table 2 represents the highest and lowest weighted mean of the extent of influence
and its verbal interpretation. As shown on the table above, the data reflects that the
statements with the highest weighted mean in statement 9 (3.6) while the lowest are
statement 10 (2.3). Statements 1, 2, 3, 6, 7 are interpreted slightly influenced, statements
4, 5, 8, 9 are interpreted as moderately influenced and statement 10 interpreted as low
influenced. On the other hand, in the perception d. using facilities, the table represents
the number of percentage of those who Agree, Disagree and Undecided in the statement.
As shown on the table above Undecided 159 (46.80) got the highest number of
percentage whereas Not Agree 176 (15.54) got the lowest percentage.

Based on the data above, giving an equal opportunity to the LGBT community,
receive equal treatment in the community, allowing them to participate in school activities
such as Mr./Ms. UDM and allowing students to participate in Pride March are the
perceptions of the respondents to the LGBT.

48
 This study has a connection to Pew Research Center study that the LGBT should
be accepted by the society and also in UNDP said that LGBT must have “academic
freedom” which allows educational institutions to create their own policies.

Graph 3

Question 3. What are the influence/s of LGBT to the respondents?

Influence/s of LGBT to the respondents

Peer pressure
6%

14%
Family Orientation
38%

14% News

Internet

28%

Magazines

49
 Table 3

Influences of LGBT to the respondents

Influences Frequency Percentage

Peer pressure 175 38.3
Family Orientation 126 27.6
News 66 14.4
Internet 65 14.2
Magazines 25 5.4
TOTAL 457 100%

Table 3 depicts the number of percentage of influences of LGBT to the

respondents the highest percentage of influence is peer pressure which is 34%, while the
lowest percentage of influence is magazines which is 5%. Based on the table above, most
of the respondents are most influence by LGBT because of peer pressure.

Among the influences given on the table, peer pressure got the highest percentage
in all colleges of Universidad de Manila. It did meet the expectation of the researchers
because this study was supported by the idea that peer pressure reinforced each other
to exhibit similar levels of engagement in gender-typed activities (UNDP, 2014) and also
Martin said that “children reinforced each other to exhibit similar levels of engagement in
gender-typed activities, thereby amplifying children’s tendencies to segregate by sex, the
peer group impact on individual definitions of “success,” or the desire to achieve and gain
positive appraisal from others, tends to follow conventional gender roles” it was not
surprisingly that this kind of influence affect the respondents to modify their sexual
identity.

50
 Table 4

Question 4. What is the level of preparedness of the respondents to LGBT in the

community?

Verbal
Question Weighted mean interpretation

How prepared are you if one of your

family/friends/colleagues or even yourself perceives 2.38 Unprepared

that you/they are one of the LGBT community?

Table 4.1

Question 4.1: What will you do if you realize that your family/friend/collegues or even
yourself are one of the LGBT community?

LEVEL OF PREPAREDNESS FREQUENCY PERCENTAGE

Accept them for who they are 135 29.5

Avoid them by bringing you into confusion 65 14.2
Ignore them because everyone has a freedom and they 175 38.2
are the one who is responsible for their actions
Judge them by calling other names such as plague on 25 5.4
society
Receive homophobic comments 57 12.4

51
 Graph 2.1

What will you do if you realize that your

family/friends/colleagues or even yourself are
one of the LGBT community
57 accept them for who they are

25 135
avoid them by bringing you into
confusion

ignore them because everyone has a

freedom and they are the one who is
responsible for their actions
judge them by calling other names
such as plague on society

175 65 receive homophobic comments

The table 4 shows that the number of weighted mean (2.38) of the level of
preparedness of the respondents to LGBT in the community and its verbal interpretation.
As shown on the table above, the data reflects the weighted mean most of the
respondents are already prepared on LGBT.

On the other hand, table 2.1 represents the number of percentage of the level of
preparedness to LGBT in the community. The highest percentage which is 48% is accept
them for who they are whereas the lowest percentage which is 7% is ignore them because
everyone has a freedom and they are the one who is responsible for their actions.

Based on the data above, the society is unprepared on LGBT and somehow
accepted by most of the respondents.

52
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presented the significant findings, conclusions and recommendations

based on the analysis of data.

Summary of findings

After the data gathered, analyzed and interpreted, the researchers arrived at following

findings.

1. Out of 457 respondents who answered the survey questionnaire provided by the

researchers most of the are female with the number of 240 (50.3 %) rather than

male with the number of 217 (49.6%). Most of the respondents age ranges from

19-21 years old. Most of the number of respondents are 1st year 130 (28.4%) and

2nd year 138 (30.1%). Most of the number of respondents are from College of

Industrial Technology (CIT) 75 (5%).

2. Out of 10 statements in the survey questionnaire, giving an equal opportunity to

the LGBT community, receive equal treatment in the community, allowing them to

participate in school activities such as Mr./Ms. UDM and allowing students to

participate in Pride March got the highest mean on the perceptions of the

respondents to LGBT.

3. Based on the data gathered, among the influences given on the table, peer

pressure and internet got the higher percentage answered by the respondents on

the influences of LGBT.

53
 4. Based on the data gathered, the society is unprepared on LGBT and somehow

accepted by most of the respondents.

Conclusion

From the result of the study, the following conclusion were made:

1. Based on the data gathered majority of the respondent are female. The age range

of the respondents is 19-22 years old.

2. Giving an equal opportunity to the LGBT community, allowing them to participate

in school activities such as Mr./Ms. UDM and allowing students to participate in

Pride March are the perceptions of the respondents to LGBT.

3. Peer pressure and internet are most influenced by LGBT.

4. The Universidad de Manila is unprepared on LGBT but somehow accepted in

terms of socializing by most of the respondents.

Recommendations

1. For the professors and the school administrations we need to be more aware about

the LGBT specially on the laws which is exclusively for their community only. Also

host several seminars about sexual orientation not only for the LGBT as well as

the other gender.

2. For the students, it’s an eye opener for them to accept LGBT community without

any hesitations.

3. For the parents, be aware of their children’s gender identity to give them proper

guidance and accept what their gender may be.

54
4. For the next researchers, to find or add some rules and regulations that the

Universidad de Manila will implement for them to be aware of the possible

consequences of their actions.

5. The researchers encourage further studies, university wide search for a more

conclusive and consistent result.

55
References

https://www.academia.edu/27556592/GENDER_AND_DEVELOPMENT_GAD_AWARE

NESS_IN_A_HIGHER_EDUCATION_INSTITUTION?fbclid=IwAR2cZSRvdHhQLiI118e

3-ZHjEaIIBTAmMJUcHfkClYnjg79h4nDRmYhFb3o

https://nyclalaw.wordpress.com/2018/01/25/international-legal-frameworks-supporting-

equality-of-the-sexes/

https://www.philstar.com/headlines/2017/06/23/1712878/lgbt-students-face-bullying-

discriminatory-policies-

schools?fbclid=IwAR1AqNw4speLyb7R2DRuziBJmcmt_Ew9btYLJRBvUmyJ9FrlR3tzaj

W34Qs

https://news.abs-cbn.com/news/06/22/17/students-bullied-discriminated-in-ph-over-

gender-identity-

hrw?fbclid=IwAR0KasocAzzlqXa3d97YjVKC8S8WlLL9DtM23oAaUYZuY3vr_TNpmjD1F

9w

http://ethesis.helsinki.fi/julkaisut/eri/hecer/disc/84/roleofge.pdf

http://www.globalequality.org/component/content/article/1-in-the-news/186-the-facts-on-

lgbt-rights-in-russia

https://www.oliverwyman.com/our-expertise/insights/2018/aug/the-gender-gap-

lifecycle.html

https://www.hrw.org/report/2017/06/21/just-let-us-be/discrimination-against-lgbt-

students-philippines

56
https://www.thedailybeast.com/lgbt-rights-are-under-attack-america-needs-the-equality-

acturgently?ref=scroll&fbclid=IwAR3wmNqzs_cafjjE0sjTHcQxmGAfB_vtXOrJQgQkkvP4

EUzGmQeUXsq82pU

https://www.reuters.com/article/us-brunei-lgbt-laws/ahead-of-lgbt-crackdown-fleeing-

bruneians-fear-for-friends-back-home-

idUSKCN1RD2F1?fbclid=IwAR0mz7GXAjhidLZWoVoptTssoV8s7JibizalvaNaiNdthiXKj

NbrhA2AkRs

https://www.york.cuny.edu/academics/writing-program/the-york-scholar-1/volume-5-fall-

2008/how-are-lesbian-gay-bisexual-and-transgender-lgbt-youths-affected-by-

discrimination-and

https://www.rappler.com/nation/170091-lgbtq-rights-philippines-tolerated-not-

accepted?fbclid=IwAR0jq5FKyYKQmuP1oxE_0aSkSSMeK93kW_f7eQfLQEIGIDhfWa9

YXtdhGhg

https://www.rappler.com/nation/politics/elections/2019/225117-lgbt-youth-asks-

candidates-will-you-fight-for-us

https://www.undp.org/content/dam/philippines/docs/Governance/Philippines%20Report_

Final.pdf

https://www.lifesitenews.com/news/researcher-defends-study-showing-teens-being-

pressured-into-transgenderism

https://www.ijrhss.org/pdf/v2-i10/2.pdf

57
https://theconversation.com/explainer-why-transgender-students-need-safe-bathrooms-

50831

https://udm.edu.ph/wp-content/uploads/2019/05/student-manual.pdf

https://www.reuters.com/article/us-usa-lgbt-stonewall-equality/americans-perception-of-

lgbtq-rights-under-federal-law-largely-incorrect-reuters-ipsos-idUSKCN1TC120

58
 RECOMMENDATION FOR FINAL ORAL DEFENSE

In partial fulfillment for the requirements for the Degree of Secondary Education
Major in Biological Science this thesis entitled “The Extent of Influence among the
students of Universidad de Manila has been prepared and submitted by Almorade,
Jonar R., Dela Cruz, Allison Ann M., Occeno, Cherry Mae E. who recommended for
Final Oral examination.
___________________ __________________________
Date Dr. Ma. Jacqueline B. Patarata
Thesis adviser

PANEL OF EXAMINERS
Approved by the committee in Oral Examination with the grade of ___%

________________________
Dr. Mounien D. Beldia
Chairman, College of Education

_______________________ _________________________
Engr. Leticia V. Marquez Prof. Rodolfo M. Martinez Jr.
Member, College of Engineering and Technology Member, College of Education

Accepted and approved in partial fulfillment of the requirements for the degree Bachelor
of Secondary Education major in Biological Science.

_______________________________
Dr. Antonio A. Taringting
Dean, College of Education

59