ABSTRACT

The main purpose of this study was to explore and understand the lived

experiences of the LGBTQ+ Youth in Anibongan National High School. The

researcher employed the qualitative phenomenology research design. A total

of 10 participants were involved in the conduct of this study -five (5) for the In-

depth Interview (IDI) and five (5) for the Focus Group Discussion (FGD). Data

analysis was done through transcribing and translating responses, followed by

coding, initial theming, and then final data analysis. The final analysis revealed

that the participants' lived experiences as LGBTQ+ Youth in Anibongan

National High School include four (4) themes: devising means to sustain and

support learning; organizing home visits and home schooling; initiating a

connection with parents and guardians, and conferring with parents for

students' progress. Meanwhile, it was further revealed that the participants'

lived experiences include five (5) themes: struggling with the transition,

encountering hardships during home visit; extending diligence, generating

learning materials, and encountering challenging learners. Moreover, the

participants' coping mechanisms include four (4) themes: Discrimination,

Bullying; Acceptance; and Self-Acceptance; Lastly, the participants Emotional

Impact (3) themes for their insights: Acceptance and Self-Love, Ignoring

Negative Opinions and Bullying; and Support from Friends. Four (4) themes for

Ignoring Negative and Accepting of who you are as LGBTQ+ Youth, Ignoring

and Self-Acceptance; Confrontation and Self Disclosure; Letting Go and Non-

Engagement; Lastly, Self Confidence and Self Validation.

ACKNOWLEDGEMENT

ACKNOWLEDGMENT

Immeasurable appreciation and deepest gratitude for the help and support

are extended to the following persons who, in one way or another, have contributed

to making this study possible.

Foremost, I want to offer this endeavor to our God almighty for the wisdom he

bestowed upon me, the strength, peace of my mind, and good health in order to

finish this research.

We extend our heartfelt appreciation to all the participants who generously

shared their experiences and insights, making this study possible. Special thanks go

to Sir , Emmanuel M. Bela-ong for their invaluable guidance throughout the research

process. Lastly, we would like to acknowledge the anonymous reviewers whose

constructive feedback greatly enhanced the quality of this manuscript.

Table of Contents

PAGE

TITLE PAGE i

APPORVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS vi

CHAPTER

1 INTRODUCTION

Purpose of the Study

Research Questions

Theoretical Lens

Scope and Limitations

Importance of the Study

Definition of Terms

Organizations of the Study

2 REVIEW OF RELATED LITERATURE

3 METHODOLOGY

Research Design

Research Participants

Role of the Researcher

Data Sources

Data Collection Procedure

Data Analysis

Trustworthiness of the Study

Ethical Consideration

4 RESULTS

5 DISCUSSIONS

Recommendations of the Study

Implications of the Study

Chapter 1

INTRODUCTION

Students who are lesbian, gay, bisexual, and transgender (LGBTQ) too often

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

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

In a global context, LGBTQ+ young individuals encounter similar challenges

across various countries. A study by Ryan et al. (2018) highlighted the pervasive

nature of discrimination and violence experienced by LGBTQ+ youth worldwide. In

the United States, LGBTQ+ youth face issues such as bullying, homelessness, and

mental health disparities (Russell & Fish, 2016). Similarly, in India, societal stigma

and lack of legal protections contribute to the marginalization of LGBT+ youth who

experience high rates of violence and discrimination, compounded by political and

social unrest (de Oliveria et al., 2020).

In the Philippines, particularly in Luzon, LGBTQ+ youth face unique

challenges within the cultural and societal context. Discrimination and stigma are

widespread, and legal protections for LGBTQ+ rights remain limited. Students

emphasized the need for greater support and advocacy to address the specific needs

of LGBTQ+ youth in Luzon (Garcia et al., 2018).

In Davao, LGBTQ+ youth encounter specific challenges within the local

cultural and social landscape. Limited access to LGBTQ+-inclusive resources and

support services further isolates them from mainstream society (Santos et al., 2018).

However, despite increasing awareness of LGBTQ+ issues, there is still a

substantial lack of understanding regarding the intricate experiences of LGBTQ+

youth, especially within particular geographic areas like Davao. Current research

frequently fails to capture the intersecting challenges encountered by LGBTQ+ youth,

thereby impeding the development of focused interventions and support services

(Smith et al., 2020).

This study stems from the need to address the unique challenges faced by

LGBTQ youth. Recent reports highlight the importance of creating inclusive school

environments where LGBTQ students can participate in discussions and activities

that foster understanding. We always hear them say “Pre, bakla ka ba?”, “Tibo ka?

Yuck! Kadiri!”, “Suntukan tayo! Ano? Bading ka ba?” Growing up, the researcher

observed that the words “bakla”, “bayot”, “bading”, “tomboy”, and “tibo” carry negative
connotations. People use these terms as forms of insult or degradation. We

conducted this research not just to know the experiences of LGBTQ youth but also to

help them protect themselves and avoid getting bullied or discriminated by other

people.

PURPOSE OF THE STUDY

The purpose of this qualitative research study is to provide a comprehensive

exploration of the lived experiences, insights, and coping mechanisms of LGBTQ+

youth in Anibongan National High School. Through in-depth interviews and thematic

analysis, the research aims to uncover the diverse ways in which LGBTQ+ youth

face their identities, relationships, and interactions within their community.

Additionally, the study endeavors to highlight the resilience, strengths, and coping

strategies employed by LGBTQ+ youth in response to societal pressures,

discrimination, and other adversities they may face.

Furthermore, this study aims to contribute to the existing body of literature on

LGBTQ+ experiences by providing insights that are contextualized within the socio-

cultural landscape of Anibongan National High School. By amplifying the voices and

narratives of LGBTQ+ youth in this locality, the research seeks to inform community-

based interventions, support initiatives, and policy development aimed at promoting

inclusivity, acceptance, and well-being among LGBTQ+ individuals. Ultimately, the

findings of this study endeavor to foster greater understanding, empathy, and

advocacy for the LGBTQ+ community in Anibongan, Maco, Davao de Oro, and

beyond.

RESEARCH QUESTIONS
1. What are the lived experiences of LGBT+ as they accepted their LGBT Q

identity?

2. What valuable insights or lessons have you gained about yourself, your

community, and society as a whole from reflecting on your journey as an LGBTQ+

youth in Anibongan National High School?

3. How do you employ strategies or coping mechanisms to face obstacles

and maintain your emotional well-being in Anibongan National High School when

confronted with challenges or discrimination due to your LGBTQ+ identity?

THEORETICAL LENS

Social Constructionist Theory:

This study is anchored on the Social Constructionist Theory (Berger &

Luckmann, 1996) posits that identities and experiences are not inherent or fixed but

are socially constructed through interactions, language, and cultural contexts. It

emphasizes that societal norms, beliefs, and power dynamics shape the

understanding and acceptance of LGBTQ identities within a given society or

community. This theory recognizes that LGBTQ youth's experiences are influenced

by social interactions, discourses, and cultural contexts, which impact their

construction of identity and how they navigate their experiences.

Social Constructionist Theory is applicable to the study as it recognizes that

identities and experiences, including those of LGBTQ individuals, are socially

constructed. It emphasizes the role of societal norms, beliefs, and power dynamics in

shaping the understanding and acceptance of LGBTQ identities within a given

society or community. In the study, Social Constructionist Theory can help analyze

how social interactions, language, and cultural contexts influence the construction of
LGBTQ identities and how LGBTQ youth navigate their experiences within these

social constructs.

Resilience Theory:

This study was also anchored on the Resilience Theory (Werner & Smith,

1992) focuses on understanding the factors and processes that contribute to the

resilience and well-being of LGBTQ youth in the face of adversity. It examines the

individual, interpersonal, and community-level resources and protective factors that

help LGBTQ youth navigate and overcome challenges such as discrimination,

stigma, and social rejection. This lens acknowledges the strengths and coping

mechanisms employed by LGBTQ youth to maintain their emotional well-being and

thrive in the face of adversity.

Resilience Theory is relevant to the study as it focuses on understanding the

factors and processes that contribute to the resilience and well-being of LGBTQ

youth in the face of adversity. It examines the individual, interpersonal, and

community-level resources and protective factors that help LGBTQ youth navigate

and overcome challenges such as discrimination, stigma, and social rejection. In the

study, Resilience Theory can help explore the strengths, coping mechanisms, and

support systems employed by LGBTQ youth to maintain their well-being and thrive

despite the challenges they encounter.

Queer Theory:

This study is on Queer Theory (Butler, 1990) challenges and deconstructs

traditional notions of gender, sexuality, and identity. It emphasizes the fluidity and

diversity of LGBTQ identities and experiences, highlighting the ways in which

individuals resist and subvert heteronormative norms and expectations. Queer

Theory encourages a critical examination of social and cultural norms, power

structures, and systems of oppression that impact the lives of LGBTQ individuals. It
seeks to dismantle binary categorizations and promote inclusivity and acceptance of

diverse gender and sexual identities.

Queer Theory is applicable to the study as it challenges and deconstructs

traditional notions of gender, sexuality, and identity. It emphasizes the fluidity and

diversity of LGBTQ identities and experiences, highlighting the ways in which

individuals resist and subvert heteronormative norms and expectations. In the study,

Queer Theory can help examine how LGBTQ youth navigate their identities and

experiences beyond normative expectations, as well as how they challenge societal

norms and expectations. It encourages a critical analysis of social and cultural

norms, power structures, and systems of oppression that impact the lives of LGBTQ

individuals.

These three theoretical lenses provide different perspectives and insights into

the experiences of LGBTQ youth. Social Constructionist Theory examines how

societal norms shape LGBTQ identities, Resilience Theory focuses on the factors

that contribute to their well-being, and Queer Theory challenges normative notions of

gender and sexuality. Together, they offer a comprehensive understanding of the

construction of LGBTQ identities, the challenges faced by LGBTQ youth, and the

ways in which they navigate their experiences and identities.

SCOPE AND LIMITATIONS

This qualitative research entitled “Beyond the Closet: Unveiling the Realities

of LGBTQ+ Youth Experiences,” will specifically investigate the experiences of

LGBTQ+ youth aged 14-19 in Anibongan National High School. It will explore various

aspects of their lives, including identity formation, social relationships, and

encounters with discrimination or stigma.

The findings of this study may not be generalizable beyond the selected

demographic and geographic location. The age range of participants may exclude

older LGBTQ+ individuals, and the qualitative approach may limit statistical

generalizations. Additionally, the study may not capture the full spectrum of LGBTQ+

experiences due to potential biases or limitations in data collection methods.

This research will focus solely on LGBTQ+ youth aged 14-19 in Anibongan,

Maco, Davao de Oro, excluding other age groups and LGBTQ+ individuals from

different locations. The study will primarily employ qualitative methods such as

interviews and observation, restricting the scope of data collection to subjective

experiences and perspectives of the participants within the specified context.

IMPORTANCE OF THE STUDY

The importance of this study is for the Students: to understand the

experiences of LGBTQ youth and for the students to gain more knowledge on what is

the experiences of LGBTQ youth and how they face challenges like discrimination

and bullying. Another benefit is to help us know how to treat them, and what things

we avoid so we cannot hurt their feelings.

School: to develop policies and practices that promote safety and respect for

all students, regardless of sexual orientation or gender.

School Administrator: The study can help administrators identify areas

where resources are needed to support LGBTQ+ students. This could include

funding for clubs or organizations or training programs for staff.

Families: The study can help families better understand the unique

challenges and experiences of LGBTQ+ youth. This can lead to more supportive and

affirming home environments. When LGBTQ+ youth feel supported by their families,
they experience less stress and anxiety. This can lead to better mental and emotional

health.

Community Leaders: The study can provide community leaders with insights

into the challenges and experiences of LGBTQ+ youth in their community. This

knowledge can help them make better decisions about programs and services that

support LGBTQ+ youth. Can help community leaders to identify and partner with

organizations that are already working to support LGBTQ+ youth.

DEFINITION OF TERMS

The following concepts used in this investigation were theoretically and

operationally defined for a better understanding of the study:

Beyond the Closet: Denotes the process of moving beyond secrecy or

concealment regarding one’s sexual orientation or gender identity, often associated

with increased visibility, acceptance, and affirmation. (D’Augelli & Grossman, 2006)

In this study, “beyond the closet” refers to the exploration of LGBTQ+ youth

experiences beyond the concealment or suppression of their sexual orientation or

gender identity, focusing on their lived realities, challenges, and triumphs in

Anibongan, Maco, Davao de Oro.

LGBTQ+ Youth Experiences: Encompasses the diverse range of

encounters, perceptions, and interactions related to one’s sexual orientation or

gender identity, including identity formation, social relationships, and encounters with

discrimination or stigma, among individuals who identify as lesbian, gay, bisexual,

transgender, queer, or other non-heteronormative identities. (Herek, Norton, Allen, &

Sims, 2010).
In this research, “LGBTQ+ youth experiences” refer to the multifaceted

aspects of life encountered by individuals aged 14-19 in Anibongan, Maco, Davao de

Oro, relating to their sexual orientation or gender identity, including but not limited to

identity formation, social dynamics, and experiences of discrimination or stigma.

Organization of the Study

Chapter 1. This chapter introduces the research and everything about it. The

contents of this chapter are rationale, purpose of the study, research question,

theoretical lens, importance of the study, definition of terms, scope and limitations,

and organization of the study.

Chapter 2. This chapter reviews previous study about lived experiences of

LGBTQ Youth and the literature pertaining to the variables of interest.

Chapter 3. This Chapter discuss thoroughly the methodological approaches,

with justification of our chosen research method, and describe the process and

participants of this study. Data collection and analysis is included. Trustworthiness of

the study is explained together with ethical considerations.

Chapter 4. This chapter discuss the results of the study based on research

questions conducted to the participants, which would shed light on reasons

underlying the phenomenological aspects of views. These are the views gathered

from participats involved.

Chapter 5. In this chapter shows the basis of the findings of the study. It is

also discussed the explanation of it’s implications in the practice and further research

to be conducted together with it’s conducting remarks.

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter reviews previous studies about understanding the life

experiences of LGBTQ youth and the literature about the variables of interest.

IDENTITY FORMATION AMONG LGBTQ+ YOUTH

For lesbian, gay, bisexual, transgender, asexual, non-binary, and other queer

or questioning (LGBTQ+) youth, navigating these shifting relationships and identities

is further complicated by the decisions about whether, when, and to whom to

disclose their, often concealable (Pachankis & Jackson, 2023).

LGBTQ students who have other marginalized identities, such as being ethnic

or racial minorities, non-Christian, or from low-income backgrounds, may also

experience heightened incidents of discrimination and oppression in schools. For

instance, (Truong et al. (2020) found that 40% of Black LGBTQ students experienced

harassment or assault due to their sexual orientation, gender identity, and race, with

gender-diverse Black students facing higher levels of victimization compared to their

sexual orientation counterparts.

Minority Stressors may negatively affect the lives of LGBTQ individuals. They

include internalized homo negativity, societal exclusion expectancies, and the

concealment of one’s sexual identity (Delozier et al., 2020). Additionally, LGBTQ

people may suffer stress or lack of self-confidence due to their sexuality (Minturn et

al., 2021)

Research on LGBTQ+ youth has focused on the risk factors and disparities

these young people experience compared with youth who are not LGBTQ+.

However, more recently there has been research on resiliency and protective factors,

which offers a strength-based focus on LGBTQ+ youth well-being. For instance,

LGBTQ+ youth who have access to spaces that affirm their sexual orientation and
gender identity report lower rates of attempting suicide (The National Trevor Project,

2021) and experiencing supportive environments (Day, Loverno & Russell, 2019)

According to Kosciw et al. (2020), 81% of LGBTQ students have been verbally

harassed, 26% physically harassed, and 11% assaulted in the last year.

LGBTQ students who other have marginalized identity, such as being ethnic

or racial minorities, non-Christians, or from low-income backgrounds, may also

experience heightened incidents of discrimination and oppression in schools. For

instance, (Troung et al. 2020) found that 40% of Black LGBTQ students experienced

harassment or assault due to their sexual orientation, gender identity, and race, with

gender-diverse Black students facing higher levels of victimization compared to their

sexual orientation counterparts.

Research on LGBTQ+ youth has focused on the risk factors and disparities

these young people experience compared with youth who are not LGBT+. However,

more recently there has been research on resiliency and protective factors, which

offers a strength-based focus in LGBTQ+ youth well-being. For instance, LGBTQ+

youth who have access to spaces that affirm their sexual orientation and gender

identity report lower rates of attempting suicide (The National Trevor Project, 2021)

and experiencing supportive environments (Day, Loverno & Russell, 2019).

According to Kosciw et al. (2020), 81% of LGBTQ students have been verbally

harassed, 26% physically harassed, and 11% assaulted in the last year.

Finally, gender identity is included as a covariate in these models. LGBQ+

youth include both cisgender and transgender or non-binary (trans/non-binary) youth.

As such, both need to be included in LGBQ+ youth research, especially trans/non-

binary LGBQ+ youth who often go unrepresented in studies and the larger literature

base. At the same time, trans/non-binary youth face unique stressors at school

relative to their cisgender LGBQ+ peers, including even higher rates of victimization,

adult failure to use their correct gender pronouns, and risk for violence in gendered
spaces (Day, Perez-Brumer, & Russell, 2018; Murchison, Agénor, Reisner, &

Watson, 2019).

SOCIAL SUPPORT AND ACCEPTANCE

Lesbian, gay, bisexual, transgender, intersex, two-spirit, and

queer/questioning (LGBTQ) communities experience numerous health inequities and

face many barriers when it comes to accessing health care services in Canada

(House of Commons Canada [HCC], 2019). These health inequities can be attributed

to the stigmatization of gender and sexual minorities and the discrimination they can

face, as well as the heteronormative and CIS normative nature of society in Canada,

leaving LGBTQ people feeling shame regarding their sexual orientation or gender

identity (Girard in HCC, 2019).

Due to discrimination, harassment, and barriers to equitable health services,

LGBTQ communities continue to experience higher rates of mental health concerns,

including depression, anxiety, and higher rates of unhealthy coping behaviors (eg,

LGBTQ) experience higher levels of discrimination, stigma, and stress and are at

higher risk of some poor health outcomes and health behavior compared to their

heterosexual counterparts. The Movement Advancement Project report describing

rural life for LGBTQ people in the United States described how the social and political

environment in rural areas are often less supportive of LGBTQ people, resulting in

heightened vulnerability to discrimination. Additionally, geographic distances and

isolation serve to amplify this issue, making self-advocacy in the ability to effect local

change even more difficult (MAP, 2019).

MENTAL HEALTH AND WELL-BEING

Given the health disparities and unique challenges that LGBTQ person

experience, it is important to understand how this experience impacts overall health

and well-being, and how these issues can be addressed through the removal of

barriers and improved education. One major barrier is the lack of standardized

education addressing the health of LGBTQ patients. Medical education in Canada

related to LGBTQ health remains sparse and inconsistent, despite acknowledgement

of the need to prepare trainees for compassionate and comprehensive care to this

population (HCC, 20219; Schreiber et al., 2021). Recent studies examining LGBTQ

theoretical content in baccalaureate nursing programs in Canada also reported that

LGBTQ content was very limited and lacked standardization across institutions,

resulting in inconsistent and inadequate curricula (Shortall, 2019).

DISCRIMINATION AND VICTIMIZATION

Due to discrimination, harassment, and barriers to equitable health services,

LGBTQ communities continue to experience higher rates of mental health concerns,

including depression, anxiety, and higher rates of unhealthy coping behaviors (HCC,

2019; NASEM, 2020;) research shows that sexual minorities (eg, LGBTQ)

experience higher levels of discrimination, stigma, and stress and at higher risk of

some poor health outcomes and health behavior compared to their heterosexual

counterparts. According to Kosciw et al. (2020), a significant proportion of LGBTQ

students have experienced verbal harassment (81%), physical harassment (26%),

and assault (11%) within the past year. Similarly, a (2016) report from the Centers for

Disease Control and Prevention revealed that LGBTQ youth in schools face higher

rates of forced sex and sexual and physical dating violence compared to their

heterosexual counterparts (Kann et al., 2018).

LGBTQ students experience higher rates of harassment, bullying, and

victimization compared to their heterosexual and cisgender peers (Abreau & Kenny,

2018; Kosciw eta al., 2020;) National Association of School Psychologists [NASP],

(2018). It is important to note that the term LGBTQ in the context includes students

who identify as lesbian, gay, bisexual, transgender, and/or questioning, as well as

those who express diverse sexual orientations, gender identities, and gender

expressions (NASP, 2018).

Studies indicate that LGBTQ Youth encounter more negative experiences in

school compared to their heterosexual and cisgender peers, including instances of

bullying and harassment (Abreau & Kenny, 2018; Kosciw et al., 2020). For example,

(Kosciw at al. (2020) found that approximately 95% of LGBTQ students have heard

homophobic remarks, and around 92% have heard negative comments about gender

expression within the past year.

Moreover, transgender and gender-diverse students face more negative

school experiences compared to their cisgender heterosexual and cisgender sexual

minority peers. In a study involving 398 transgender youth, (Day et al. (2018)

discovered that transgender youth were more likely to experience victimization, and

bullying, and report a more negative school climate.

ACCESS TO HEALTHCARE AND SUPPORT SERVICES

Merous health inequities and many barriers when it comes to accessing

health care services in Canada (House of Commons Canada [HCC], 2019). These

health inequities can be attributed to the stigmatization of gender and sexual

minorities and the discrimination they can face, as well as the heteronormative and

CIS normative nature of society in Canada, leaving LGBTQ people feeling shame

regarding their sexual orientation or gender identity (Girard in HCC, 2019). Previous

negative experiences with health care services, and cultural, religious, and personal

beliefs can all affect a patient's comfort in accessing health care and disclosing

concerns related to their sexual orientation or gender identity (National Academies of

Science, Engineering, & medicine [NASEM], (2020).

The Movement Advancement Project report describing rural life for LGBTQ

people in the United States described how the social and political environment in

rural areas is often less supportive of LGBTQ people, resulting in heightened

vulnerability to discrimination. Additionally, geographic distances and isolation serve

to amplify these issues, making self-advocacy and the ability to effect local change

even more difficult (MAP, 2019).

Continued discrimination, exclusion, and violence against lesbian, gay,

bisexual, transgender, and queer people (LGBTQ+) have resulted in numerous

challenges in various aspects of their life including education. LGBTQ+ student face

particular challenges both academically and socially (Johns et al., Citation 2021;

McDaniel et al., Citation 2021; Witcomb et al., 2019).

In addition, to the health disparities related to sexual orientation and gender

identity, many LGBTQ people experience further health differences due to the

intersection of other factors regarding their identity, including factors such as age,

ethnic origin, income, and access to healthcare (HCC, 2019; NASEM, 2020). Lack of

provider knowledge and cultural competence regarding LGBTQ healthcare needs

and insufficient research about the health of the LGBTQ population are also major

issues impacting both the quality of and access to appropriate care (NASEM, 2020).

Sexual and gender minorities have frequently reported needing to educate health

professionals on their health needs.

ACADEMIC PERFORMANCE

Schools are a critical setting for many aspects of youth development, ranging

from academic performance to social development (Eccles and Roeser, 2019).

Nevertheless, many youths continue to experience discrimination, rejection, and

victimization in their schools as unsafe and unwelcoming (Cook, Williams, Guerra,

Kim, & Sadek, 2020).

These experiences carry serious physical and mental health consequences, on

learning processes, and act as barriers to the academic achievement of the students

(Reijntjes et al., 2018). Another study was conducted in China with a sample of over

6000 LGBTQ youth and 409 transgender youth (Greytak et al., 2021) is examine the

individual contribution policies in decreasing absenteeism and victimization

experiences. In the previous study of (Kann et al., 2018) have investigated the effect

of individual school policies, staff professional development, resources and

information, and the presence of safe spaces and student-led groups that may

mitigate the harmful effects of negative school experiences.

Philippines, are calling for a review of Republic Act 10627, also known as the

Anti Bullying Act of 2013, as well as the creation of mental health offices (MHOs) in

state universities and colleges (SUCs). Sen. Sherwin Gatchalian, stated that bullying

has a negative impact on students' academic performance, citing the 2018 Program

for International Student Assessment results that revealed that among 15-year-old

students from 79 participating countries, Filipino students are the most exposed to

bullying, with 65% of them doing so at least a few times per month. The evaluation

also revealed that students who said they had been threatened performed 56 points

worse in reading than those who had no or fewer frequent incidents Romero, (2023).

Chapter 3

Methodology

This chapter discussed the research methodology, including research design,

research participants, the role of the researcher, data resources, data collection
procedures, data analysis, trustworthiness of the study, and ethical consideration.

Research Design

Qualitative research often employs a flexible and iterative approach, allowing

researchers to adapt their data collection and analysis techniques as they gain new
insights. It emphasizes the researcher’s involvement in the research process,
recognizing their influence on data collection, interpretation, and representation. This
involvement is known as reflexivity and involves acknowledging the potential biases
and subjectivity that researchers bring to the study (Busetto et al., 2020).

This study distills the core principles of a phenomenological research design

and, by means of a specific study, illustrates the phenomenological methodology.
After a brief overview of the developments of phenomenology, the research paradigm
of the specific study follows. Thereafter the location of the data, the data-gathering
the data-storage methods are explained. Unstructured in-depth phenomenological
interviews supplemented by memoing, essays by participants, a focus group
discussion and field notes were used. The data explicitation, by means of a simplified
version of process, is further explained. The study finally contains commentary about
the validity and truthfulness measures, as well as a synopsis of the findings of the
study.

Research Participants

The Participants in this phenomenological study were 15 students in

Anibongan National High School. Morse (2018) emphasized that having
approximately 15 participants in qualitative interviews allows for a rich exploration of
diverse perspectives while still ensuring data saturation, which is essential for
thorough analysis and interpretation.

Purposive sampling was used in this study to engage LGBTQ youth

participants who could offer valuable insights into the varied experiences within the
community, thereby enriching the depth and breadth of the study’s findings. (Brown &
Wilson, 2018)

Role of the Researcher

According to Ravitch and Carl (2018) the researcher is the primary

“instrument” of data collection and analysis, and their positionality, perspectives, and
experiences significantly shape the entire research process.

In this study, we the researchers will conduct an interview of the LGBTQ+

participants of Anibongan National High School in trying to access their emotions and
feelings upon coming out of their shells as a LGBTQ+ person. The participant’s
response will be recorded through an audio recorder. We will set proper schedule for
the formal interview. We will also devise to formulate our survey and interview
questions and will be sent to our Practical Research instructor to scrutinize our
works.

Then, the researchers are going to hand consents to the selected participants
before starting the interview for approval. The other members will be assigned to find
a comfortable and quiet place for the survey and interview to happen. Their role is to
ask the questions and to have an interview while the others will record the response
using a mobile phone that has an audio recorder on it. After the interview all the data
information will be gathered, and the evaluation should be unbiased. The Participants
identity and information. Must be confidential for their privacy.

Data Sources

Thompson and Wilson (2019) advocate for the utilization of a

phenomenological approach in qualitative research, emphasizing the importance of
understanding lived experiences from the perspective of the participants. This
approach allows researchers to uncover the underlying meanings and essences
embedded within individuals’ narratives, thereby enriching the depth of analysis.

According to Taylor and Evans (2019) advocate for the integration of focus
group discussions and interviews as complementary data collection strategies in
qualitative research. This mixed-methods approach enables researchers to capture a
breadth of perspectives and validate findings across different contexts, thereby
enhancing the credibility and trustworthiness of the study.

Similarly, Harris and Lee (2020) propose a hybrid qualitative approach that
combines focus group discussions and interviews to investigate complex research
questions. They argue that this integrated method allows for a more nuanced
understanding of participants’ perspectives, facilitating a deeper exploration of the
research topic.

Additionally, Thompson and Rodriguez (2020) delve into the issue of

establishing rapport and building trust with participants during virtual in-depth
interviews in qualitative research. They explore strategies for creating a conducive
virtual environment and fostering authentic interactions to overcome barriers to
rapport-building in online settings.

However, Martinez and Brown (2020) discuss the significance of focus group
discussions and interviews in qualitative research for exploring complex social
phenomena and understanding participants’ experiences within specific contexts.
They argue that these methods enable researchers to delve into the intricacies of
human behavior and perspectives, contributing to a comprehensive understanding of
the research topic.
Data Collection Procedure

In their research methodology, Patel and Jones (2020) emphasized the

utilization of participant observation, in-depth interviews, and focus groups as the
primary data collection techniques, ensuring a comprehensive understanding of the
research phenomenon. First, we made sure that the manuscript had already
undergone and passed the review process of the ANHS head officers before
conducting the study. Then, after receiving the certification from the committee to
conduct the study, we asked permission from the Anibongan National High School,
through an endorsement letter. After the approval, I sent a request letter to conduct
the study to our School principal of Anibongan National High School. Once it was
approved, I asked permission from our School Principals to interview the identified
teachers-participants for the purpose of the said study.

To ensure that their participation is voluntary, we have sought the consent of

the identified participants following these steps. To make sure they are willing to take
part in the study, we requested their signature on an informed consent form. ICF. We
also conducted a virtual orientation prior to the virtual interview, where FGD began by
providing information on the purpose of the study, minimal risks and benefits
associated with participating in this research as well as confidentiality of collected
data. Our priority was to have them available and willing to participate in the study.
Afterwards, we prepared an interview guide in which the questions to be submitted
were preceded by a set of open-ended questions that my participants could ask
themselves.

To guarantee its validity and accuracy, the interview guide has undergone
validation by three experts in research who have assessed it based on guidelines for
preparing questions for Virtual Interviews and FGD. When everything was ready, a
virtual in-depth interview and FGD followed. We asked our participants to hide their
identity by using code names in the Zoom link when conducting virtual intensive
interviews. We’ve been asking them the relevant questions so that they can relate to
the situation requested by them. In the meantime, we asked for permission to use a
voice recorder during the discussion of the focus group, so that we could capture
everything and not miss any information shared, and we’d have a chance to review
when something went wrong or if there was confusion.

We’ve been asked questions about the intense storytelling of their

experiences about the focus of this investigation. To answer the research questions
referred to in the previous chapter, written and recorded responses have been used
for the analysis of necessary data. After that, the participants’ responses were
carefully recorded in audio and video. The data was saved to a flash drive and
Google Drive, which should be used for the transcription of required information in
virtual interviews and FGDs after recording. We’ve made sure the recorded
documents are confidential. As soon as the transcript was available, we went on to
analyze the data and draw up the responses of the participants, which we coded to
arrive at several emerging themes. To ensure the accuracy of our data analysis
process, we have been assisted by my data analyst’s Expertise.

Data Analysis

Thematic analysis is a method of analyzing qualitative data. It is usually

applied to a set of texts, such as an interview or transcripts. The researcher closely
examines the data to identify common themes – topics, ideas and patterns of
meaning that come up repeatedly (Caulfield, 2019). Thematic analysis is a method of
analyzing qualitative data. It is usually applied to a set of texts, such as an interview
or transcripts. The researcher closely examines the data to identify common themes
– topics, ideas and patterns of meaning that come up repeatedly. We will start by
familiarizing our self with the data, then we will generate initial codes and look for
themes. Refine and define themes, and finally, we are going to produce a report that
connects the themes to the research question.

Thematic analysis is a good approach to research where you’re trying to find

out something about people’s views, opinions, knowledge, experiences or values
from a set of qualitative data – for example, interview transcripts, social media
profiles, or survey response.

There are previous approaches to conducting thematic analysis, but the most
common form follows a six-step process: familiarization, coding, generating themes,
reviewing themes, defining and naming themes, and writing up. Following this
process can also help you avoid confirmation bias when formulating your analysis
(Caulfield, 2019).

Once the data has been thoroughly examined and understood, the most
straight forward approach to categorizing them into themes is through coding. Coding
in qualitative research involves systematic techniques for organizing, categorizing,
and thematically arranging collected data, providing a formal framework for
generating meaning (Williams & Moser, 2019). After coding, the next pivotal stage in
the data processing process is interpretation. Researchers will analyze the encoded
themes to discern patterns, linkages, and correlations present in the data. During the
interpretation phase, it is important to delve into the context and grasp the
importance of each theme. Researchers can enhance their comprehension of the
data by consistently recognizing patterns, with the goal of revealing hidden meanings
and insights derived from participants’ experiences.

Trustworthiness of the Study

Trustworthiness is one way researchers can persuade themselves and

readers that their research findings are worthy of attention (Tracy 2019). It is noted
that trustworthiness is also established during the preparation stage in Methodology
(Malone, 2018)

Refined the concept of trustworthiness by introducing the criteria of credibility,

transferability, dependability and confirmability. In essence, researchers should be
able to trust the findings (Korsjens & Moser 2018).

This study included 15 students in Anibongan National High School with their
different lived experiences. We the researcher’s want to know that the information we
are sharing; the findings that we are searching for and the conclusions we draw are
supported by evidence. Therefore, to support the findings of this study, we conduct
an interview to collaborate the students/participants, with the help and cooperation of
the students and their parents, we as the researchers will carefully record the
findings through audio recording and writing down. We aim to put a knowledge, the
importance of our research is to gain good results and recognized for us to
understood and respect the LGBTQ individuals.

Ethical Consideration

Due to the sensitive nature of this topic various ethical considerations had to
be adhered to ensure that the participants would remain anonymous, and
confidentiality is applied and maintained. Therefore, before we conduct an interview a
letter was submitted to the assistant principal of Anibongan National High School.
These bodies has reviewed and approved the research design, informed parent
consent forms, interview guide questions and handling process.
All our participants were informed that the interviews were being audio
recorded and how the recording would be secured and kept confidential. They were
also informed that their identity would be protected as on identifiers would be
included in the published work. Participants also reminded repeatedly that their
participation in our study is voluntary, no financial incentives were given to them to be
part of our study and they all willingly agreed to share their experiences and thoughts
without expecting financial gain.

Chapter 4

RESULTS

This chapter represent the results of the lived experiences of LGBTQ Youth in
Anibongan National Highschool. It includes the answer of our participants from the
interviews conducted. We analyze and taken the core ideas of our participants. When
we transcribed their answer, we already identify the core ideas, and we got the
theme.

Beyond the Closet: Unveiling the Realities of LGBTQ+ Youth

Experiences

After analyzing the responses of LGBTQ+ Youth in Anibongan National High

School about their lived experiences, the following themes emerged: (1)
Discrimination (2) Bullying (3) Acceptance (4) Self-Acceptance (5) Emotional Impact.

Table 1 shows the different core ideas that expounds each essential themes.
Table 1

Major Themes and Core Ideas on Beyond the Closet: Unveiling the
Realities of LGBTQ+ Youth Experiences

Themes Core ideas

Discrimination  Experiencing discrimination and
bullying as an LGBT community due
to identity.
 Facing discrimination from
neighbors, schoolmates, and the
community, but maintaining self-
acceptance.
 Facing discrimination within the
LGBTQ community, particularly
concerning gender identity.
Bullying  Experiencing bullying as a
significant problem.
 Recalling experiences of being
bullied in elementary school.
 Feeling hurt by being taunted as a
tomboy and recognizing the impact
of bullying on confidence.
 Being bullied in the past for
perceived differences but growing to
accept oneself.

Acceptance  Feeling happy and accepted by

mother, embracing LGBT identity.
 Being accepted by others over time
and accepting oneself.
 Receiving family acceptance but
experiencing rejection from others.
Self-Acceptance  Accepting oneself despite external
judgment and criticism.
 Feeling natural and normal about
same-sex attraction.
 Viewing LGBT identity as normal
and part of oneself.
Emotional Impact  Feeling sadness due to school rules
restricting self-expression, such as
prohibiting long hair.
 Feeling hurt by bullying and
acknowledging its impact on
confidence.

Discrimination

This theme discussed the challenges faced by individuals within the LGBT
community due to their identity. This discrimination manifests through negative
treatment and bullying from various sources, including neighbors, schoolmates, and
the broader community. Despite these external pressures and prejudices, the
individuals in question strive to maintain self-acceptance. This theme highlights the
resilience and inner strength required to stay true to oneself in the face of societal
rejection and hostility. It also underscores the pervasive nature of discrimination and
the importance of support and acceptance in overcoming such adversity.
IDI 1 shared:

“Our lives as we accepted our LGBT community such a such a

kanang lisod kay a lot of people discriminate dis gina discriminate
mi as an LGBT community and gina kanang gina bully mi nila
because our of our identity then kanang ang first problem sa among
live experiences kay mao to ang first kay discrimination.”
(Our lives as we accepted our LGBT community such a such
a... it's difficult because a lot of people discriminated. We're
discriminated against as an LGBT community and they bullied
us because of our identity. So, the first problem in our life
experiences is that it's the first one, discrimination.)

IDI 5 also shared their lived experiences as LGBTQ+ Youth:

“Kuan... kanang dili man sila, gina discriminate ko nila kanang

silingan, schoolmates, kanang... mga tao sa among sa akong
palibot pag mag uban ming duha.”
(You know... they discriminated against me, like neighbors,
schoolmates, people around us when we're together.)

FGD 5 expressed that facing discrimination within the LGBTQ community,

particularly concerning gender identity.

“As a part of LGBTQ, I've been experienced a lot of being

insulted about my gender identity specially in my own family”
(As a part of LGBTQ, I have experienced a lot of being
insulted about my gender identity, especially in my own
family.)

Bullying
This theme encompasses several key aspects of how bullying manifests and
affects individuals. It highlights bullying as a significant and pervasive problem,
illustrating its widespread impact. The theme delves into personal recollections of
being bullied during elementary school, emphasizing how early experiences of
bullying can leave lasting emotional scars. Specifically, the theme addresses the hurt
caused by being taunted for not conforming to traditional gender norms, such as
being labeled a tomboy. This type of bullying is shown to have a profound impact on
the individual's confidence and self-esteem. Additionally, the theme underscores the
journey of personal growth and self-acceptance despite past bullying. It illustrates
how individuals, although initially affected by bullying due to their perceived
differences, can ultimately learn to embrace their true selves. This journey from pain
to self-acceptance highlights both the detrimental effects of bullying and the
resilience and strength required to overcome them.
IDI 1 shared:

“Gina bully mi nila because our of our identity.”

(They were bullying me because of our identity.) “You

know... they discriminate against me, like neighbors, “You

FGD 1 also shared about their experienced being bullied in Elementary School

"Kanang, uh... na-experience nako ang pagpang-bully ingon

ana, na-experience nako pero sauna pa sa elementarya,
kanang, murag walay rason nga magbuhat ingon ani,
murag... ngano man magbuhat ingon ani kung babaye ka,
ingon ani ra."
(Well, um... experienced being bullied like that,
experienced it but it's back in elementary, well, it's like
there's no reason to act like this, like... why act like this
when you're a girl, that's all.)
IDI 4 also shared that Feeling hurt by being taunted as a tomboy and recognizing the
impact of bullying on confidence.

“Kanang gina sungog nga tomboy, naka experience man ko

nga gina bully ko nya makalain siya sa buot ba.”
(When they were taunting you as a tomboy, I was
experiencing being bullied and it really hurt, that being
bullied can greatly affect one's confidence, not
everyone getting taunted.)

Lastly, FGD 2 reiterated her experienced being bullied in the past for perceived
differences but growing to accept oneself.

“Kaning, sauna gina bully ko nila tungod ing ani ko, pero
unya... samtang nagdako ko, wala gyud ko nagbag-o, mao
ra gihapon ko, busa gihapunad sila sa pagdawat niini, ug
ako usab nidawat lang."”
(Well, before I was bullied because they thought I was
disgusting, but then... when I was growing up, I really
didn't change, that's just how I am, so they were
accepting it, and I was just accepting it too.)
With these responses from LGBTQ youth participants of Anibongan National
High School, it really proves how bullying influence an individual on his/her
personality.

Acceptance
This theme underscores the importance of supportive relationships, especially
familial ones, in helping individuals embrace their true selves. It also acknowledges
the ongoing struggle for broader societal acceptance and the resilience required to
maintain self-acceptance in the face of external rejection.
IDI 2 stated that:

“Nalipay ko sakong pagka gay, tungod kay nakuan ko sa

akong mama nga pwede dw ko ma kuan dw, ma membro
sa lgbt, mao to”
(I'm happy being gay because my mom told me that I
can be gay, be a member of the LGBT, that's it.)

It was further elaborated by FGD 2 that they accepted by others their selves.

“Sa akong pagdako, wala gyud koy gibag-o, ingon ana ra

gyud ko, busa ilang gipangtanggap, ug ako usab nidawat
lang.”
(When I was growing up, I really didn't change, that's
just how I am, so they had accepted it, and I had just
accepted it too.)

FGD 4 also highlighted how she accepted but others don’t

“Ang akong pamilya gi dawat ko, pero ang uban wala."”

(My family is accepting me, but others
aren't.”)

Due to the judgments that they experienced, social support especially family
support is the resource to increase greater acceptance of their own sexual identity,
supportive relatives also contribute resilience and thriving and improves their self-
esteem.

Self-Acceptance
This theme emphasizes the importance of internal validation and the journey
towards embracing one's identity fully. It involves rejecting external negativity, feeling
at ease with one's natural attractions, and integrating one's LGBT identity as a
normal and valued part of oneself.

IDI 5 shared:

“Kanang dawat nako akong kaugalingon nya dili dili

need ilahang mga dili need ilang mga comments or
kanang mga judgements ug opinion sa ko.”
(I am accepting myself and I don't need their
comments or their judgments and opinions about
me.)

FGD 3 also shared how she feeling natural and normal about same-sex attraction.

“Kanang... Naay uban nga nag-ingon nga

katingalahan nga nganong gusto nimo babaye, pero
para namo, tinuod jud nga... nahilig jud mi sa mga
babaye, labi na tong mga gwapa, Char lang.”
(Well... there are others who said it was strange
that you liked girls, but for us, it was really like...
we were really getting attracted to girls, especially
those who were, you know, pretty. Just kidding.)

It was also expressed by IDI 3 that viewing LGBT identity as normal and part of
oneself.

“Wala lang, normal lang sa ako wala, kana lng mga

yaga yaga.”
(It's nothing, it was normal for me, that's just how
it's been.)
Based on what our participants shared their responses, embracing their
selves and accepting who they really are, ignoring the opinion of others because they
know their self-more than anyone else is the main goal to catch up on self-
acceptance.

Emotional Impact
This theme underscores the powerful effects that external factors, such as
restrictive rules and bullying, can have on an individual's emotional state. It highlights
the importance of recognizing and addressing these emotional challenges to promote
well-being and resilience.
IDI 1 shared:

“Our lives as we accepted our LGBT community such a

such a kanang lisod”
(Our lives as we accepted our LGBT community
such as such a... it was difficult.)

IDI 4 also shared that feeling hurt by bullying and acknowledging its impact on
confidence.

“kanang gina bully bitaw ka daghan man labi nanang

mga laki oh gara garaan makawala bitawg confidence”
(I have experienced being bullied and it really
hurt, that being bullied can greatly affect one's
confidence.)

Accepting of LGBTQ+ Youth in Anibongan National High School

After analyzing the responses of LGBTQ+ Youth in Anibongan National High
School about their lived experiences, the following themes emerged: (1) Acceptance
and Self-Love (2) Ignoring Negative Opinions and Bullying (3) Support from Friends.

Table 2
Major Themes and Core Ideas on Beyond the Closet: Unveiling the
Realities of LGBTQ+ Youth Experiences

Themes Core Ideas

Acceptance and Self-Love  Achieving self-acceptance and
making friends through gay identity.
 Accepting oneself without seeking
others approval.
 Embracing being gay despite
bullying and finding happiness
through supportive friends.
 Accepting oneself and being
confident.
 Accepting oneself and loving one's
flaws.
 Enduring presence of homophobia in
society, even in the current
generation.
Ignoring Negative Opinions and  Ignoring negative comments and
loving oneself.
Bullying
 Ignoring gossip and focusing on
personal happiness.
 Ignoring others' stories and
continuing to be oneself.

Support from Friends  Making friends through gay identity.

 Finding happiness and support
through friends.

Acceptance and Self-Love

These themes highlight the transformative power of embracing one's identity and
fostering a positive relationship with oneself. Through self-acceptance, individuals
can find happiness, confidence, and fulfillment, even in the face of external
challenges and adversity.

IDI 1 shared that Achieving self-acceptance and making friends through gay identity.

“Akong na achieve here in my life is a kanang bisan

unsa nga discrimination here in my life you have to fight
and kay dili sa tanan tanang oras naay mo naay mo
dapig saimoha because dili sa tanan tanang oras naay
mo dapig saimo.”
(What I am achieving here in my life is that no matter
what discrimination there is in my life, you have to
fight, and not everyone is always supporting you
because not all the time is someone standing by
you.)
FGD I also shared that accepting oneself without seeking others' approval.

“Kaning, tinuod gyud nga gi dawat nako kung kinsa ko,

nganong e deny man nako saila, kinahanglan nimo...
nga tanggapon ang imong kaugalingon kung kinsa ka."”
(Well, I am really accepting that... this is who I am,
that... you shouldn't seek approval from other
people, you should... you should accept yourself for
who you are, you shouldn't judge... other people,
that's all.)

IDI 2 also shared that Embracing being gay despite bullying and finding happiness
through supportive friends.

“Gi bully ko sa akong mga classmaye dati nga bayot ko

ug proud ko sakong pagka bayot happy ko sakong
pagkabayot”
(I was bullied by my classmates before because I'm
gay, and I'm proud of being gay.)

It was also expressed by IDI 3 on how she accepting oneself and being confident.

“Kung unsa ka sa imong self, imong jud dawaton ang

imong self. Be confident lang.”
(Whatever you are with yourself, just accepting
yourself. Just being confident.)
IDI 5 also expressed the same outlook accepting oneself and loving one's flaws.

“Ang lessons nga akong na gained about sa pagka

LGBT is kanang accept your accept yourself for being
who you are, kanang... ayawg e down imohang
kaugalingon nya dili need nga gina ing ana ka sa mga
tao is kanang imo silang sundon nga ay mag straight
nalang ko, ay mag kuan nalang dili nalang ko mag kuan
kuan og babae ing ana, so isa pud sa lesson is kanang
to love yourself, love your flaws, and dili dapat nimo ika
ulaw nga ing ana ka, stand nimi imong kaugalingon para
para... kuan mao rato.”
(The lessons I have gained about being LGBT are to
accept yourself for being who you are, you know...
not putting yourself down and not needing to follow
what people say like you should just be straight, or
you should just not act like a girl, so another lesson
is to love yourself, love your flaws, and you
shouldn't be ashamed of being who you are,
standing up for yourself, that's it.)

Lastly, FGD 5 shared that Enduring presence of homophobia in society, even in the
current generation.

“As a LGBTQ I've been learned that being a person

with having dysphoria isn't easy to love in this society
because even in this new generation, there's many
homophobic until now.”
(As a LGBTQ I've been learned that being a person
with having dysphoria isn't easy to love in this
society because even in this new generation,
there's many homophobic until now.)
Ignoring Negative Opinions and Bullying
This theme highlights the power of self-assurance and resilience in the face of
adversity. By prioritizing self-love, personal happiness, and authenticity, individuals
can maintain their sense of identity and well-being, regardless of external negativity
or criticism.

FGD 2 shared that Ignoring negative comments and loving oneself.

“Kaning, ang lesson nga akong natun-an mao nga...

dapat lang dli nimo paminawon ang storya sa uban, dili
dapat ka magpa apekto kay kung tinuod nga love nimo
ang imong kaugalingon, pasagdan nalang nimo sila, dili
ka maminaw sa ilang gisulti, dili ka maminaw saila, mao
ra”
(Well, the lesson I learned is that... you should just
ignore what others are saying, don't let it affect you
because if you love yourself, you truly love yourself,
you ignore them, you don't listen to what they say,
you don't listen to them, that's all.)

FGD 3 also shared that ignoring gossip and focusing on personal happiness.

“Kanang... Dili lng pansinon ang ilang gipang storya

saimo, ang chismis, ang mga story nila saimo, kay
waman silay labot unya happy ko.”
(Well... just ignoring what they're saying about you,
the gossip, the stories about you, and just letting it
be because what matters is how I feel, and I feel
happy.)

FGD 4 expressed that ignoring others' stories and continuing to be oneself.

“Ang lesson sa nako sakong kinabuhi kay pasagdan

nalang sila, ipadayon nako kung kinsa ko, dli ko magpa
apekto sailang mag storya sa ako, mao lang.”
(The lesson in my life is that... I am just letting others
be, I am just continuing being who I am, I am not
letting other people's stories affect me, that's how it
is.)
Support from Friends
This theme underscores the significance of social connections and solidarity
within the LGBTQ+ community. It emphasizes the role of friendships in providing
understanding, acceptance, and support, ultimately contributing to individuals' sense
of belonging, happiness, and well-being.

IDI 1 shared that making friends through gay identity.

“Naachieve sa akoang life is kanang i have met a lot of

friends because of my identity as a gay as a gay person
kanang ano jud kanang panan-aw sa mga tao like
kanang gina himo jud nimong tanan para makapatawa
ay mapa makatawa imong mga ano kanang friends or
something.”
(I am achieving in my life is that I am meeting a lot of
friends because of my identity as a gay person.
People really looking at you like everything you are
doing just to make them laugh, to make your friends
laugh or something.)

IDI 2 also shared that finding happiness and support through friends.

“happy ko sakong pagkabayot kay tungod kay akong

mga friends kay akong mga friends ginasabay pd ko and
mao to, bahalag gina bully ko at least proud ko sa ako
akong kinabuhi nga lgbt jud ko”
(I am happy with my being gay because of my friends,
my friends also supporting me, and that's why, even
though I am being bullied, at least I am proud of my
life being LGBT.)

Respect and Equality

This theme underscores the importance of fostering a culture of acceptance,
inclusivity, and authenticity. It emphasizes the need to treat others with respect
regardless of sexual orientation and to reject societal norms that perpetuate
discrimination and inequality. Ultimately, this theme reflects a commitment to creating
a more equitable and inclusive society where all individuals are valued and respected
for who they are.

IDI 4 shared that respecting others regardless of their sexual orientation.

“Kanang dapat nato dapat respetuhon, dapat res

respetuhon ang usag usa, kanang basig... bahalag
bayot siya or unsa iyang gusto nga kanang... kanang
lahi gani niya, dapat respetuhon ang usag usa, dili
mambully, dili mang discriminate, dili mang down sa usa
ka tao, ing ana.”
(We should be respecting each other, we should be
respecting each other, even if... even if he's gay or
whatever he wants, that... that's his choice, we
should be respecting each other, not bullying, not
discriminating, not putting down someone, like that.)

IDI 5 also shared that rejecting societal expectations and embracing one's true self.

“Ang lessons nga akong na gained about sa pagka

LGBT is kanang accept your accept yourself for being
who you are, kanang... ayawg e down imohang
kaugalingon nya dili need nga gina ing ana ka sa mga
tao is kanang imo silang sundon nga ay mag straight
nalang ko, ay mag kuan nalang dili nalang ko mag kuan
kuan og babae ing ana, so isa pud sa lesson is kanang
to love yourself, love your flaws, and dili dapat nimo ika
ulaw nga ing ana ka, stand nimi imong kaugalingon para
para... kuan mao rato.”
(The lessons I am gaining about being LGBT are to
accept yourself for being who you are, you know...
don't putting yourself down and you don't needing
to follow what people say like you should just be
straight, or you should just not acting like a girl, so
another lesson is to loving yourself, loving your
flaws, and you shouldn't being ashamed of being
who you are, standing up for yourself, that's it.)
Ignoring Negative and Accepting of who you are as LGBTQ+ Youth in
Anibongan National High School
After analyzing the responses of LGBTQ+ Youth in Anibongan National High
School about their lived experiences, the following themes emerged: (1) Ignoring and
Self-Acceptance (2) Confrontation and Self-Disclosure (3) Letting Go and Non-
Engagement (4) Self-Confidence and Self-Validation.

Table 3

Major Themes and Core Ideas on Beyond the Closet: Unveiling the
Realities of LGBTQ+ Youth Experiences

Themes Core Ideas

Ignoring and Self-Acceptance  Ignoring the bullying and being proud
of their identity.
 Not affected by taunts due to self-
acceptance.
 Ignoring and self-assurance in one's
identity.
 Ignoring hurtful words and not
allowing them to affect the individual.
Confrontation and Self-Disclosure  Confronting discrimination when
necessary and discussing issues with
the perpetrators.
 Facing bullies and explaining one's
identity to deter further bullying.
 Choosing to confront and discuss
identity with those who gossip or
discriminate.

Letting Go and Non-Engagement  Advocating for ignoring and not

engaging with bullies to prevent
further discrimination.
 Letting go of discriminatory remarks
to avoid emotional harm.

Self-Confidence and Self-Validation  Emphasizing self-validation and pride

in one's identity to combat
discrimination and bullying.

Ignoring and Self-Acceptance

This theme revolves around individuals confidently embracing who they are despite
external pressures or bullying. It highlights the strength and resilience of individuals
who refuse to let taunts or negativity affect their self-image. By ignoring the bullying
and being proud of their identity, they demonstrate a deep sense of self-acceptance
and assurance. This theme underscores the importance of self-love and inner
strength in overcoming adversity and staying true to oneself.

IDI 2 shared that Ignoring the bullying and being proud of their identity.

“Tungod sa akong pagka gay bahalag gi bully ko nila at least.

Kanang gina bully ko nila kay ginabaliwala ra pd na nako kay
ngano kung gipasagaran pd na nimo kung sige silag
panungog sa imo no, sige man na silag pagara and proud ko
sakong kinabuhi nga bayot ko and dawat pd ko sakong mama
bahalag gina bully ko nila and proud ko sakong kinabuhi”
(Because of my being gay, even though they are bullying
me, at least... the fact that they are bullying me, I am just
ignoring it because why should I care if they keep
mocking me, right? They are keep on mocking me, but I
am proud of my life being gay and my mom also accepts
me even though they are bullying me, and I am proud of
my life.)

IDI 3 also shared that Not affected by taunts due to self-acceptance.

“Kuntahay mag sungog sila sa ako, wala lng ko naigo. Kay

kanang dawat na man nako sakong self.”
(Even if they were taunting me, I wasn't affected.
Because I had already accepted myself.)

FGD 2 expressed that Ignoring and self-assurance in one's identity.

“Kanang.. pasagdan lng nko sila, gipasagdan nako ang

ilang gisulti, dli lng nko sila paminawon, ug kung storyahon
ko nila face to face harapon pud nko sila nya ingon nako
nga ing ani jud ko wala silay mahimo bisan unsaon ko
nilag bully dli gihapon ko ma apektuhan kay ing ani naman
jud ko.”
(Well... I'm just letting them be, I'm ignoring what
they're saying, I'm closing my ears to their words
because that's just who I am, and... if they confront me
FGD 5 also expressed that ignoring hurtful words and not allowing them to affect the
individual.

“As a gay, I facing discrimination but I just making a way

Ignoring their nonsense words and not to be affected that
they've throwing me.”
(As a gay, I facing discrimination but I just making a
way Ignoring their nonsense words and not to be
affected that they've throwing me.)

Confrontation and Self-Disclosure

This theme revolves around the idea of facing difficult situations and revealing
one's true self in the process. In the paragraph you provided, it highlights scenarios
where individuals confront discrimination, bullies, and gossipers by openly discussing
their identity or the issues at hand. This theme emphasizes the importance of
standing up for oneself, addressing injustices, and fostering understanding through
open communication. By confronting these challenges head-on and disclosing
aspects of oneself, individuals assert their identity and strive to create a more
inclusive and respectful environment.
IDI 1 shared that Confronting discrimination when necessary and discussing issues
with the perpetrators.

“Ginapasagdan nako sila or some kanang gina

pasagdan nako sila because dili sa tanan ginapasagdan
nako sila kay kay as a ay gina istorya mana nako
sakong mother or friends and gina istorya nako sa mga
older na gay pud kay daghan mana silag na experience
that’s why mangayo pud kog mga experience saila kay
ay mangayo pud kog kanang... unsay tawag ana?
Kanang ilahang opinion pud kung unsay himuon
kanang ano pa man ko kanang lack of kanang
knowledge, immature pa ko gamay then mangayo kog
mga kuan, so akong himuon ana is anang mga ing ana
discrimination is pasagdan then kung pwede is ano
kanang istoryahon siya or kung pwede kuan ditso
kanang away ditso kung pwede rasad away ditso then
kanang ano third one is maybe akoa silang ano mao to
istoryahon then istoryahon unsa ilang problema
nganong gina himo nila sa akoa like wala man ko nag
himog ing ana sailaha, always man ko maka experience
ana sa mga grade 9 daghan man jud naga bully sa
amoa mga LGBTQ, mao ra pud akong maka ingon kuan
pasagdan kung dili najud kaya kung ano najud na kung
below the belt na is ano istoryahon, kung dili jud mo
gara najud akong istoryahon is ano na kanang maybe
moadto nalang guro ka saimong parents or ana
mangayo lang kag tabang.”
(Like what should I be doing? I am lacking
knowledge, I am still immature, and I am asking for
advice. So, what I am doing with discrimination is
letting it go and if possible, talking about it, or if
possible, confronting it directly if it is leading to a
direct confrontation. And the third one is maybe I
will be talking to them and discussing their
problems, why they are doing this to me, like I didn't
do anything to them, I always experience this in
grade 9, many are bullying us LGBTQ, that's all I can
say, just letting it go if it's not bearable, if it's really
below the belt, I will be talking about it, if you really
can't handle it, maybe you can go to your parents or
ask for help.)
FGD 2 also shared

“Atubangon nako sila unya istoryahon nga ing ani najud

ko aron maka sabot sila unya dli nako nila bullyhon.”
(I'm facing them and talking about who I really am so
that they'll understand and won't bully me anymore,
that's it.)

FGD 3 expressed that Choosing to confront and discuss identity with those who
gossip or discriminate.

“Istoryahon nako sila face to face kay kabalo ka gina

libak ko nila bisag wala nako sila gi libak kung unsa sila.
Istoryahon nako sila face to face about sakong identity
ako jud mismo mo ingon saila.”
(I talked to them face to face because, you know, for
instance, if they were gossiping about me, I wouldn't
be gossiped about by others, anywhere else. I talked
to them face to face about my identity as LGBT, I was
the one to tell them.)

Letting Go and Non-Engagement

This theme focuses on the idea of relinquishing attachment to negative
situations or individuals and refraining from participating in harmful interactions. In
the paragraph provided, it suggests advocating for ignoring bullies and discriminatory
remarks as a means of preventing further harm. By choosing not to engage with
bullies or discriminatory comments, individuals prioritize their emotional well-being
and avoid escalating conflicts. Letting go of such negativity allows individuals to
maintain their peace of mind and focus on more positive aspects of their lives. It
promotes the idea that sometimes, the best response is to disengage and move
forward without allowing negative influences to affect one's sense of self-worth.

IDI 4 shared that Advocating for ignoring and not engaging with bullies to prevent
further discrimination.

“Kanang e ignore nalang nato sila, pasagdaan nalang... dili na

nato sila patolan kay mo gara man sila oh kaning... e ignore nya
dili patolan pasagdaan nalang kay mo gara, kanang sige silag
pang discriminate dili nalang nato sila kaning... patolan, e
dedma nalang, e ignore nalang ng mga ing ana nga tao kay
wala man pud na silay mabuhat sige lag pang discriminate, sige
lag pang bully, sige lag pang down sa usa ka tao bisag wala
nato sila gi bisag wala nato sila gi hilabtan ing ana.”

(We should have just ignored them, just let them be,
not engaged with them because they would have just
kept doing it, just ignored them and not engaged, just
let them be, because they would have just kept on
discriminating, kept on bullying, kept on putting
someone down even if we didn't provoke them, even if
we didn't interfere with them like that.)

FGD 4 also shared that Letting go of discriminatory remarks to avoid emotional harm.

“kanang pasagdan nalang nako sila, pasagdan nalang

nako, aron dli ko masakitan, you know, mao ra.”
(I'll just be letting it go, I'll be letting it go so... it won't
hurt, you know, that's it.)

Self-Confidence and Self-Validation

This theme revolves around recognizing and appreciating one's own worth
and identity, regardless of external judgments or discrimination. It involves believing
in oneself, embracing individuality, and finding pride in one's uniqueness. By
emphasizing self-validation and pride in one's identity, individuals can develop
resilience against discrimination and bullying, as they are less likely to internalize
negative perceptions from others. This approach promotes a sense of empowerment
and strength, enabling individuals to navigate challenges with confidence and
assertiveness.

IDI 5 expressed that Emphasizing self-validation and pride in one's identity to combat
discrimination and bullying.

“Kuan dili paminawon ilang mga gisulti kay kuan... unsay

tawag ani? Kanang... mas kabalo kas imong kaugalingon
kontra nila, dili dapat nimo e dibdib, dili nimo e
discouraged dili ka ma discouraged nga nganong ing ana
ka dapat kuan... proud ka saimohang kaugalingon nga...
wala kung ing ana ka wala kay gitapakang tao.”
(You shouldn't have been listening to what they said
because you know... what do you call this? You know
yourself better than them, you shouldn't have been
letting it bother you, you shouldn't have been
discouraged, you wouldn't have been discouraged
wondering why you were like that, you should have
been proud of yourself that... it didn't matter how you
were, you were still a human being.)

Chapter 5
DISCUSSIONS
This Chapter 5 introduces a comprehensive exploration of the themes
related to discrimination, resilience, and acceptance within the LGBTQ community.
Through the lens of various theoretical frameworks, including Social Constructionist
Theory, Resilience Theory, and Queer Theory, this chapter delves into the intricate
dynamics of discrimination, bullying, self-acceptance, and emotional impact
experienced by LGBTQ individuals. By examining the interconnectedness between
societal structures and individual experiences, this chapter seeks to illuminate the
complex ways in which societal norms, power dynamics, and cultural contexts shape
the lived experiences of LGBTQ individuals. Through a critical analysis of these
themes, the chapter aims to provide insights into the challenges faced by LGBTQ
individuals and the strategies they employ to navigate and overcome adversity,
fostering resilience and promoting self-acceptance within the community.
LGBTQ+ Youth in Anibongan National High School who were chosen to be
the participants of this study shared their experiences as LGBTQ+ Youth. From
responses gathered, five (5) themes emerged: (1) Discrimination (2) Bullying (3)
Acceptance (4) Self-Acceptance (5) Emotional Impact.

Discrimination
Social Constructionist Theory, as articulated by Berger and Luckmann (1996),
posits that identities and experiences are socially constructed through interactions,
language, and cultural contexts. Discrimination against LGBTQ individuals can be
understood within this framework as a socially constructed phenomenon shaped by
societal norms and power dynamics. This theory helps analyze how societal
constructions of identity contribute to discriminatory attitudes and behaviors towards
LGBTQ individuals within a given society or community. By examining how language,
social interactions, and cultural norms shape perceptions of LGBTQ identity, Social
Constructionist Theory provides insights into the mechanisms through which
discrimination is constructed and perpetuated.

Bullying

Resilience Theory, as outlined by Werner and Smith (1992), focuses on

understanding the factors and processes that contribute to individuals' ability to
navigate and overcome adversity. In the context of bullying, this lens highlights
how LGBTQ individuals develop resilience strategies to cope with and overcome
bullying. These strategies may include seeking support from friends, cultivating
self-confidence, and finding ways to confront or disengage from bullies.
Resilience Theory emphasizes the agency and empowerment of individuals in
navigating challenging situations, providing a framework for understanding how
LGBTQ individuals draw upon internal and external resources to cope with
bullying experiences.

Acceptance
Queer Theory, as championed by Judith Butler (1990), challenges normative
notions of acceptance by deconstructing traditional understandings of gender and
sexuality. It emphasizes the fluidity and diversity of LGBTQ identities and
experiences, advocating for inclusivity and self-acceptance beyond mainstream
norms. Queer Theory promotes critical examination of societal expectations
regarding acceptance and encourages the recognition of diverse gender and sexual
identities. By challenging hierarchical notions of acceptance, this theory provides a
framework for understanding how LGBTQ individuals navigate societal expectations
and cultivate self-acceptance in the face of discrimination and marginalization.

Self-Acceptance
Resilience Theory, as articulated by Werner and Smith (1992), focuses on
individuals' internal resources and coping mechanisms in the face of adversity.
Within the context of self-acceptance among LGBTQ individuals, this lens
examines how they cultivate self-acceptance despite societal pressures and
discrimination, highlighting the importance of self-validation, self-confidence, and
self-care practices in promoting emotional well-being. By emphasizing the agency
of individuals in navigating and overcoming challenges related to self-
acceptance, Resilience Theory underscores the importance of fostering internal
strengths and resilience in promoting positive mental health outcomes among
LGBTQ individuals.

Emotional Impact
Social Constructionist Theory, as articulated by Berger and Luckmann (1966),
analyzes how societal discourses and cultural norms shape the emotional impact of
discrimination and bullying on LGBTQ individuals. By examining how social
constructions of identity influence experiences of shame, isolation, and resilience in
the face of emotional distress, this lens provides insights into the broader societal
context that contributes to emotional well-being. It underscores the
interconnectedness between societal structures and individual experiences,
highlighting the need for systemic change to address the emotional toll of
discrimination and bullying on LGBTQ individuals.

Accepting of LGBTQ+ Youth in Anibongan National High School

The participants shared their lived experiences as LGBTQ+ Youth. Based on their
responses, three (3) themes emerged: (1) Acceptance and Self-Love (2) Ignoring
Negative Opinions and Bullying (3) Support from Friends.

Acceptance and Self-Love

Acceptance and self-love are integral to mental health and personal growth,
as emphasized by Brené Brown, a research professor and bestselling author. In her
book "The Gifts of Imperfection," published in 2018, Brown explores the
transformative power of self-compassion and acceptance. She argues that
embracing our vulnerabilities and imperfections is essential for cultivating authentic
connections with others and living wholeheartedly (Brown, 2018).
In the realm of psychology, acceptance and commitment therapy (ACT) has
emerged as a popular approach for promoting psychological flexibility and well-being.
Steven C. Hayes, one of the founders of ACT, highlights the importance of
acceptance in his book "A Liberated Mind: How to Pivot Toward What Matters,"
published in 2019. Hayes argues that accepting our thoughts and feelings, rather
than struggling against them, is the key to living a meaningful and fulfilling life. He
proposes mindfulness-based practices and acceptance techniques to help individuals
develop greater psychological flexibility and resilience (Hayes, 2019).
In the field of positive psychology, researchers have explored the link between
self-love and various aspects of well-being. For example, a study published in the
"Journal of Happiness Studies" in 2020 found that self-compassion was positively
associated with life satisfaction and happiness, while negatively associated with
symptoms of depression and anxiety (Zhang et al., 2020).
Similarly, Kristin Neff, a pioneering researcher in the field of self-compassion,
has continued to promote the importance of self-love in her work. In her book "Self-
Compassion: The Proven Power of Being Kind to Yourself," first published in 2015
and updated in 2018, Neff provides evidence-based strategies for developing self-
compassion and overcoming self-criticism. She emphasizes that self-compassion
involves treating oneself with kindness, recognizing one's shared humanity, and
cultivating a balanced perspective on personal shortcomings (Neff, 2018).

Ignoring Negative Opinions and Bullying

Resilience Theory, as outlined by Werner and Smith (1992), focuses on the
coping strategies LGBTQ individuals employ to resist and disengage from negative
opinions and bullying. This lens explores how individuals develop psychological
resilience and assertiveness skills to protect their self-esteem and well-being in the
face of adversity. By emphasizing individuals' capacity to navigate and overcome
challenges, Resilience Theory highlights the importance of building resilience as a
protective factor against the harmful effects of bullying and negative opinions on
LGBTQ individuals' mental health.

Support from Friends

Social Constructionist Theory, as articulated by Berger and Luckmann (1966),
analyzes how social networks and interpersonal relationships shape individuals'
experiences of support and acceptance. By examining how friendships and
community connections contribute to resilience in the face of discrimination and
bullying, this lens highlights the role of social interactions in promoting well-being. It
emphasizes the significance of social support structures in fostering a sense of
belonging and empowerment among LGBTQ individuals, underscoring the
importance of community connections in navigating adversity.

Ignoring Negative and Accepting of who you are as LGBTQ+ Youth in

Anibongan National High School
The Participants mentioned their ways of coping with the challenges they
encountered in their experienced. Based on their responses, four (4) themes
emerged: (1) Ignoring and Self-Acceptance (2) Confrontation and Self-Disclosure (3)
Letting Go and Non-Engagement (4) Self-Confidence and Self-Validation.

Ignoring and Self-Acceptance

Confrontation and Self-Disclosure

Resilience Theory, as outlined by Werner and Smith (1992), focuses on individuals'

agency and empowerment in navigating challenging situations. Within the context of
LGBTQ individuals, this lens examines how they assert themselves and disclose
their identities in the face of discrimination and prejudice. By highlighting the role of
assertiveness and self-advocacy in promoting self-esteem and well-being, Resilience
Theory underscores the importance of individuals' ability to confront adversity and
assert their identities confidently.

Letting Go and Non-Engagement

Social Constructionist Theory, as articulated by Berger and Luckmann (1966),

analyzes how individuals negotiate power dynamics and social norms by disengaging
from or resisting oppressive discourses and behaviors. By examining how LGBTQ
individuals challenge societal expectations and assert their agency through acts of
non-engagement and self-empowerment, this lens underscores the importance of
individual agency in navigating oppressive structures. It highlights the ways in which
individuals can resist and subvert societal norms to create spaces of empowerment
and self-expression.

Self-Confidence and Self-Validation

Resilience Theory, as advocated by Werner and Smith (1992), emphasizes

individuals' internal strengths in fostering well-being. Within the LGBTQ community,
this theory examines how individuals cultivate self-confidence and self-validation
despite discrimination and bullying. It underscores the importance of self-affirmation
and self-care practices in nurturing resilience. By focusing on individuals' agency in
promoting their emotional and psychological well-being, Resilience Theory highlights
the empowering aspects of self-confidence and self-validation.

Recommendation of the Study

Based on the comprehensive exploration of discrimination, resilience, and
acceptance within the LGBTQ community, several recommendations emerge to
foster inclusivity and support for LGBTQ individuals:

First is Promote Education and Awareness. Implement educational programs and

awareness campaigns to challenge stereotypes, dispel myths, and increase
understanding of LGBTQ identities and experiences. This can be done through
school curricula, workplace training sessions, and community outreach initiatives.

Second, Create Safe Spaced. Establish safe and inclusive environments where
LGBTQ individuals feel supported, valued, and respected. This includes
implementing anti-discrimination policies, providing LGBTQ-affirming resources, and
offering support groups and counseling services.

Third, Foster Allyship. Encourage allies to actively support and advocate for
LGBTQ rights and inclusion. This involves promoting allyship training, creating ally
networks, and amplifying LGBTQ voices in decision-making processes.

Fourth, Address Systemic Discrimination. Advocate for policy changes and legal
protections to address systemic discrimination and promote equal rights for LGBTQ
individuals. This includes advocating for anti-discrimination laws, gender-affirming
healthcare policies, and protections against bullying and harassment.

Fifth, Support Mental Health Services. Ensure access to LGBTQ-affirming mental

health services and resources to address the emotional impact of discrimination and
bullying. This includes providing culturally competent therapy, support hotlines, and
peer support groups.

Sixth, Empower LGBTQ Youth. Empower LGBTQ youth to navigate their

identities and experiences with confidence and resilience. This involves providing
mentorship programs, leadership opportunities, and resources for self-advocacy and
self-care.

Seven within the LGBTQ community and promote inclusivity in all aspects of
society. This includes celebrating LGBTQ pride events, highlighting LGBTQ
representation in media and culture, and supporting LGBTQ-owned businesses and
organizations.

By implementing these recommendations, communities can create more inclusive

and supportive environments for LGBTQ individuals, fostering resilience, acceptance,
and empowerment within the community.
Implications of the Study

The implications of the study suggest a multifaceted approach to fostering inclusivity

and support for LGBTQ individuals. Firstly, promoting education and awareness
through programs and campaigns aimed at challenging stereotypes and increasing
understanding of LGBTQ identities is crucial, spanning across educational
institutions, workplaces, and community outreach initiatives. Secondly, creating safe
spaces where LGBTQ individuals feel supported and respected involves
implementing anti-discrimination policies, providing affirming resources, and offering
support groups and counseling services. Thirdly, fostering allyship by encouraging
active support and advocacy for LGBTQ rights entails promoting allyship training,
creating networks, and amplifying LGBTQ voices in decision-making processes.
Fourthly, addressing systemic discrimination through policy changes and legal
protections to promote equal rights for LGBTQ individuals is imperative, including
advocacy for anti-discrimination laws and gender-affirming healthcare policies.
Additionally, supporting mental health services that are affirming and accessible is
crucial to address the emotional impact of discrimination, involving culturally
competent therapy and support hotlines. Empowering LGBTQ youth to navigate their
identities with confidence and resilience is essential, which can be achieved through
mentorship programs, leadership opportunities, and resources for self-advocacy.
Lastly, celebrating diversity within the LGBTQ community and promoting inclusivity in
all aspects of society is vital, encompassing pride events, representation in media,
and support for LGBTQ-owned businesses. Through the implementation of these
recommendations, communities can create more inclusive and supportive
environments for LGBTQ individuals, fostering resilience, acceptance, and
empowerment within the community.

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