Year: 2025
Type: article
Abstract: This study explores and identifies the prevalent gender stereotypes experienced by LGBTQ+ high school students in the Philippine public school, specifically examining how these stereotypes manifest in daily interactions and impact students' school experiences. Guided by social identity theory and intersectionality, the research aims to understand the implications of gender stereotypes on LGBTQ+ students' self-esteem, personal development, and peer relationships. Social identity theory helps frame how students' identities, influenced by their gender and sexual orientation, intersect with broader societal stereotypes, while intersectionality addresses the compounded effects of multiple marginalized identities. Using a qualitative research approach, the study conducted one-on-one interviews with LGBTQ+ students, employing a structured and validated interview protocol to collect detailed insights into their experiences and the institution’s efforts to address these challenges. The analysis revealed that gender stereotypes negatively influence LGBTQ+ students' self-perception and hinder personal growth. Although the school’s policies to reduce discrimination and bullying were generally beneficial, their effectiveness differed across individuals. The study acknowledges its limitations, including the small sample size and the specific school context, which may not be generalizable. Future research should consider more extensive, diverse samples across different educational environments to enhance understanding and inform the development of more effective support systems and anti-discrimination initiatives.
Source: The Research Probe
DOI: 10.53378/trp.176
Authors: Aaron Seradoy, Mary Joy Villagonzalo, Precious Rhaiza Vergara, Chrizza Kaye Sotomayor
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4413126914