CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literature

Discrimination

LGBTQ+ individuals in the U.S. often face discrimination and , especially

young people of color, starting in elementary school (GLSEN et al., 2019;

GLSEN & Harris Interactive, 2012). While being open about their identity can

boost self-esteem and mental health (Kosciw et al., 2015), it also increases the

risk of peer victimization and negative family reactions. Supportive friends and

families can help mitigate these challenges (Ryan et al., 2010; Shilo & Savaya,

2011). LGBTQ+ students experience higher risks for adverse outcomes

compared to their straight peers, including substance use and suicidal behavior

(Kann et al., 2016). Transgender youth are particularly vulnerable to violence and

mental health issues (Johns et al., 2019). Peer victimization significantly

contributes to these negative experiences, linking bullying to depression,

emotional distress, and lower academic performance (Day et al., 2016; Austin et

al., 2010). Research shows that homophobic bullying is a major risk factor for

psychological distress and substance misuse among LGBTQ youth (Blais et al.,

2015). The cumulative effect of victimization raises the risk of self-harm by 2.5

times (Mustanski et al., 2010). Studies suggest that schools can significantly

5
improve outcomes for LGBTQ students by creating safer environments

(Hatzenbuehler et al., 2014).

Effects of Discrimination in the Academic Performance

Discrimination against LGBT students significantly impacts their academic

performance. Studies show that LGBT youth face challenges such as lower

academic achievement, increased risk of poor school performance, and negative

educational experiences due to stigma and discrimination. Research indicates

that experiences of discrimination, especially perceived discrimination, have a

profoundly negative influence on the school performance of LGBT students.

Moreover, being out in different social relationships can affect academic

outcomes, with more complex patterns of "outness" associated with lower

academic achievement and more harassment. These findings underscore the

urgent need for inclusive school policies, supportive environments, and

interventions to address discrimination and create a safer space for LGBT+ high

school students to thrive academically.

Polly R. (pseudonym), parent of gender non-conforming son, describing

the hostile environment that LGBT children face in schools, Utah, December

2015. Outside the home, schools are the primary vehicles for educating,

socializing, and providing services to young people in the United States. Schools

can be difficult environments for students, regardless of their sexual orientation

6
or gender identity, but they are often especially unwelcoming for lesbian, gay,

bisexual, and transgender (LGBT) youth. In 2001, Human Rights Watch

published Hatred in the Hallways: Violence and Discrimination against Lesbian,

Gay, Bisexual, and Transgender Students in US Schools. The report

documented rampant bullying and discrimination against LGBT students in

schools across the country, and urged policymakers and school officials to take

concrete steps to respect and protect the rights of LGBT youth.

Related Studies

Foreign Studies

Kamran Shoaei(2021) conducted a study entitled "Discriminition Against

LGBTQ Students". This study examined the relationship between discriminition

and LGBTQ students. The study make used a qualitative study to examine

LGBTQ Students experiences in education that might be directly or indirectly

contributing to any discriminition towards these students and what affected them

academically. Moreover it indicated how behaviors of students can lead to

discriminition of LGBTQ students who consequently struggle in their academic

journey due to having a different sexual orientation.

Furthermore, Coleman Hazir (2019) conducted a study entitled "The

Impact of discrimination Against the LGBTQ Community". The study examined

the relationship between Discrimination and LGBTQ Community. The study is a

7
descriptive survey. The findings of the research provides an opportunity for other

researchers and higher learning institutions to use it to further understand the

existence of discrimination against LGBTQ students in classroom and campuses.

According to a study conducted by Cole in 2007 which found that anti-gay

classmates frequently use the term "faggot" to intimidate LGBT kids. The study

concentrated on the impact of discrimination on the LGBT community. The study

employs a descriptive survey research design and is titled "How are the LGBT

youths affected by discrimination?" The study's conclusions demonstrate that

LGBT children face discrimination at home, in their families, and especially at

school.

According to Stevens et al.,(2015) students from racial/ethnic minority

backgrounds are disproportionately affected by discrimination with negative

impacts for academic performance. The study focused on discrimination being a

impediment to academic performance. Entitled "Discrimination as an impediment

to academic performance". The study make used descriptive correlational

research design. The study examine racial/ethnic differences in students

experience of discrimination.

According to Castro et al. (2024) this study explored contemporaneous,

prospective, and reciprocal relationships between internalizing symptoms, grade

8
point average (GPA), and peer, adult, and everyday discriminatory changes

across the college transition. named "Reciprocal associations of perceived

discrimination, internalizing symptoms, and academic achievement" . The

research design used in the study is a descriptive survey. The study's findings

indicate that while peer and daily discrimination declined from high school to

college, adult discrimination stayed constant.

According to Craig and Smith (2014) sexual minority youth are known to

face increase risk of poor school performance. This study focused on the

educational experiences of multi ethnic sexual monitory youth(MSMY) in

particular. Conducted a study entitled "The Impact of discrimination on the school

performance". Using venue based sampling approaches. The study examined

the model path coefficients revealed that experiences of perceived discrimination

had a powerfully negative influence on the school performance of MSM. This

study surveyed 255 MSMY at 15 urban highschools. The majority of participants

identified as a female (65%) and bisexual (41%) with a mean age of 16.

According to Medina and Mahowald (2022) conducted a study entitled

"Discrimination and Barriers o Well-Being: The state of LGBTQI+ Community".

This study examined the experience structural and interpersonal discrimination

that adversely affects their well-being and drives desperate outcomes across

crucial areas of life. The nationally representative survey includes interviews with

9
1,828 self-identified LGBTQI+ adults and 1,542 self-identified non-LGBTQI+

adults ages 18 and older, recruited and administered through NORC’s

AmeriSpeak online panel and conducted May 27, 2022, to June 23, 2022. The

full results of the study, along with a detailed overview of the methodology, are

on file with the authors.

According to Fields and Wotipka (2020) conducted a study entitled

"Effect of LGBT anti-discrimination laws on school climate and outcomes for

lesbian, gay, and bisexual high school students". This study provide resources

and protections for LGBT students mitigate these challenges and lead to better

outcomes for LGBT students. This paper aims to investigate the relationship

between state-level, LGBT anti-discrimination policies, and high school student

well-being by analyzing patterns of policy diffusion and the policies effects on

four measures of students well-being: self-reported experiences with bullying at

school, cyberbullying, school absences due to feeling unsafe at school, and

grades. Using data from the Center for Disease Control’s Youth Risk Behavior

Surveillance System and linear regression analysis with time and state fixed

effects, the results of this analysis provide evidence on the benefits of expansive

civil rights legislation for LGBT individuals and the spread of its externalities to

students in the U.S. schools.

10
 According to Richards (2023) claims that the significance of LGBTQ+

rights and inclusivity in many facets of society, including education, has been

increasingly acknowledged in recent years. The influence of LGBT inclusion on

education and students is examined in this article, which highlights pertinent data,

facts, and information. The study was named "The Impact of LGBT Inclusion on

Education and Students: Promoting Equality and Empowerment." The research

design used in the study is a descriptive survey. It is impossible to overestimate

the influence of LGBT inclusion on education and students, since a poll by

GLSEN (Gay, Lesbian, and Straight Education Network) found that 58% of LGBT

students experienced cyberbullying and 85% of LGBT students suffered verbal

harassment.

According to Jillian R Scheer (2019) experiences of victimization among

sexual minority youth (e.g., lesbian, gay, bisexual, transgender; LGBT) and

gender-variant youth remain pronounced in many schools. Conducted a study

entitled "Factors Affecting Academic Achievement Among Sexual Minority and

Gender-Variant Youth". The study make used descriptive correlational research

design. The findings has shown the connection between homophobic bullying

and mental and physical health, there has been limited attention to how

victimization impedes learning, academic achievement, and other school-related

outcomes for these youth.

11
Local Studies

According to Datu (2018) students may commonly experience unjust

treatments in the school context. In this study we examining the association of

everyday discrimination with negative emotions and academic achievement

among Filipino high school students. Entitled "Everyday discrimination, negative

emotions, and academic achievement in Filipino secondary school students:

Cross-sectional and cross-lagged panel investigations". The study make used

descriptive correlational research design. The findings of the study it showed that

everyday discrimination was positively associated with negative emotions and

negatively linked to perceived academic achievement.

According to Taragua (2020) gender identity as a context had already

been changed with time. The study focused on how the Entering of academic is

a challenging and stressful situation for all students especially to LGBT. Entitled "

Issues and concerns of the academic well being of Lesbians, Gays, Bisexuals

and Transgenders". This qualitative study explore the issues and concerns of the

academic well being of the LGBT students in the university. The target population

are college students who are the generation Z and now at ages 18-23 years old.

The researcher came up with two major experiences to delineate the students'

academic experiences Issues and concerns affecting academic well being

12
identified four (4) themes and nine sub-themes and respondents perceptions on

how school authorities address their issues and concerns.

According to the study of Billingsley & Hurd (2019) exploring the potential

of extracurricular activity involvement (ECAI) among underrepresented college

students to counter and protect against the noxious effects of perceived

discrimination on academic performance. Entitled "Discrimination, mental health

and academic performance among underrepresented college students: the role

of extracurricular activities at predominantly white institutions". The study

explored the potential association between ECAI and grade point average (GPA)

in the context of students’ experiences of discrimination by testing depressive

symptoms as a mediator and ECAI as a compensatory factor. These results

suggest that promoting ECAI may be an effective strategy to facilitate academic

success by countering negative psychological health outcomes stemming from

underrepresented students experiences of discrimination.

According to a study conducted by Francisco & Mixto (2024) LGBT

students are one of the most powerful tales of hardship. Conducted a study

Entitled "Navigating Struggles and success: Llived. Experiences of

LGBTQIA+Students" .This study primarily aimed to delve into and provide a

comprehensive understanding of the struggles and successes of LGBTQIA+

13
National high school.Using interpretative phenomenological analysis(IPA)to

identify patterns or themes within the qualitative data. The results indicate that

we need to work together in school and communities to make everyone feel

included.

According to a study conducted by Breinholt (2018) Philliphines is

considered as a gay-friendly country. However, it is reported that LGBT

community, especially LGBT students are struggling, with bullying and

discrimination from families, communities and schools.Conducted a study entitled

"Exploring challenges and problems faced by LGBT students in Philippines" This

study examined the relationship between challenges and LGBT students in the

Philippines.The findings indicated the problems and challenges experienced by

LGBT students in the Philippines and explore possible solutions to those issues.

Synthesis

LGBTQ students in the U.S experience higher risks for adverse outcomes

compared to their straight peers, including substance use and suicidal behavior.

Transgender youth are particularly vulnerable to violence and mental health

issues. Peer victimization significantly contributes to these negative experience,

linking bullying to depression, emotional distress, and low academic performance.

14
 In discrimination against LGBT students significantly impact their

academic performance. Studies show that LGBT youth face challenges such as

lower academic achievement, increased risk of poor school performance, and

negative educational experiences due to stigma and discrimination, with more

complex patterns of "outness" associated with lower academic achievement and

more harassment. address discrimination and create a safer space for LGBT

high school students to thrive academically.

In United States outside the home, schools are the primary vehicles for

educating, socializing, and providing services to young people in the United

States. Also schools can be difficult environments for students, regardless of

their sexual orientation or gender identity, but they are often unwelcoming for

lesbian, gay, bisexual, and transgender (LGBT) youth. they are lack of policies

and practices that affirm and support LGBT youth and a failure to implement

protections that do exist means that LGBT students nationwide continue to face

bullying, exclusion, and discrimination in school, putting them at physical and

psychological risk and limiting their education.

15
Conceptual Framework

INPUT PROCESS OUTPUT

Demographics Assessment of Improve
needs Students Well-
Challenges being
Policy
Current Development Enhanced
environment Academic
Creating Safe Performance
LGBTQ in students Spaces Cultural Shift
in U.S high
schools, Gather data on Reduced
particularly experiences of instances of
transgender youth LGBTQ students bullying and
have high risk of regarding bullying discrimination,
substance use, and discrimination. lower rates of
suicidal behavior, Create and substance use
bullying, Implement and suicidal
discrimination, and inclusive anti- behavior among
mental health bullying policies LGBTQ
issue. specifically students.
addressing LGBTQ
issues.

Figure 1: Conceptual Diagram

LGBTQ students in the U.S experience higher risks for adverse outcomes

compared to their straight peers, including substance use and suicidal behavior.

Transgender youth are particularly vulnerable to violence and mental health

issues. Peer victimization significantly contributes to these negative experience,

linking bullying to depression, emotional distress, and low academic performance.

16
 Gathering information and data on experiences of LGBTQ students

related to bullying and discrimination. Creating and implementing anti-bullying

policies that address LGBTQ issues specifically, ensuring exclusivity and safety

in the campus. Continuously collecting information and data from students to

assess the effectiveness of the policies and identify areas for improvement.

Creating a safe and inclusive environment for LGBTQ students

significantly improves their well-being and academic performance. By reducing

bullying and discrimination, schools foster acceptance, respect, and better

academic outcomes. Inclusive policies also lower rates of substance use and

suicidal behavior, helping LGBTQ students thrive both personally and

academically.

Hypothesis

Alternative Hypothesis

There is a relationship between discrimination experience by LGBTQ

grade 11 and 12 ABM students and their Academic Performance.

Definition of Terms

In order to facilitate a clearer understanding of the concepts discussed in

this study, the following terms are defined:

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 Federal. Operationally defined a crucial role in shaping the legal and

social landscape for LGBT individuals. Their actions can have a profound impact

on the rights, protections, and overall well-being of the LGBTQ+ community.

Truancy. Operationally defined as significant issue that can have lasting

negative consequences for students, including academic failure, increased risk of

substance abuse, and involvement in criminal activity. Studies have shown that

LGBTQ+ youth are more likely to experience truancy than their heterosexual

peers.

Social Stigma. Operationally defined to the negative attitudes, beliefs,

and behaviors associated with a particular group or characteristic. In the context

of the LGBTQ+ community, social stigma often involves prejudice, discrimination,

and negative stereotypes.

Estrangement. Operationally defined in the LGBTQ+ Community

Estrangement in the LGBTQ+ community refers to the state of being alienated or

separated from family members or loved ones due to one's sexual orientation or

gender identity. This often occurs when individuals are rejected or disowned by

their families after coming out.

Stereotyping. Operationally defined in the LGBTQ+ Community

Stereotyping in the LGBTQ+ community refers to the oversimplified and often

negative generalizations about individuals based solely on their sexual

orientation or gender identity. These stereotypes can perpetuate harmful biases

and discrimination.

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 Queer. Operationally defined that has evolved significantly over time

within the LGBTQ+ community. While it was once used as a derogatory slur, it

has been reclaimed and embraced as a broad umbrella term to describe

individuals who do not identify with traditional heterosexual or cisgender norms.

Feminism. Operationally defined in the social and political movement

advocating for gender equality. In the context of the LGBTQ+ community,

feminism seeks to address the unique challenges and discrimination faced by

individuals who identify as both LGBTQ+ and women.

Quantifiable. Operationally defined in the LGBTQ+ community refer to

data and statistics that can be used to measure and track various aspects of

LGBTQ+ experiences and outcomes. This data is essential for understanding the

challenges faced by LGBTQ+ individuals, advocating for policy changes, and

evaluating the effectiveness of interventions.

Exacerbating. Operationally defined in the LGBTQ+ community refer to

conditions or circumstances that worsen or intensify existing challenges and

discrimination faced by LGBTQ+ individuals. These factors can be societal,

cultural, or personal.

Sexual orientation. Operationally defined to an enduring pattern of

romantic or sexual attraction to people of a particular gender. It is a fundamental

aspect of a person's identity. Common sexual orientations included.

19