1

Chapter I
Introduction
Background of the study
Schools and their families should be safe places for everyone. But in the
Philippines, students who are gays often find that their schooling experience is marred by
bullying, discrimination, lack of access to homosexuality related information, and in
some cases, physical or sexual assault. These abuses can cause deep and lasting harm and
curtail students’ right to education, protected under Philippine and international law.
Whether it takes physical, verbal, or sexualized forms, in person or on social media,
bullying endangers the safety, health, and education of Gays. Studies in the Philippines
and elsewhere have found that, among young Gay people, “low self-esteem and poor
self-acceptance, combined with discrimination was also linked to destructive coping
behaviors such as substance use or unprotected sex due to anxiety, isolation and
depression.

Anyone, regardless of their sexual orientation or gender identity, can support gay
people. Deepening your understanding of gays related issue, including basic terms and
concepts, can help you support gays. You may have heard of the term “ally” in relation to
gays issues. Here we describe some ways to think what ally “means and provide helpful
tips on how to be one. As it was in 2013, when the question was last asked, attitudes on
the acceptance of homosexuality are shaped by the country in which people live. Those in
Western Europe and the Americas are generally more accepting of homosexuality than
are those in Eastern Europe, Russia, Ukraine, the Middle East and Saharan Africa. And
public in the Asia Pacific region generally are split. This is function not only of economic
development of nation, but also religious and political attitudes. But even with here sharp
divides, views are changing in many of the countries that have been since 2002, when
few research center first began asking this question. In many nations, there has been an
increasing acceptance of homosexuality, including in the United States, where72% says it
should be accepted compared with just 49% as recently as 2007. The concept of gays
pride makes an explicit shift from shame to pride, gays are no longer afraid to embrace
their sexuality in public. A year after the riot activist began to organize an event to
 2

commemorate the incident. on June 28, 1980 the Christopher Street Liberation Day
March was held to celebrate the first anniversary of the stone wall uprising
(Solomon2019). Eventually, June is chosen to commemorate the stone wall riots by
celebrating Gay Pride Month every year to recognize the impact of the riots for gays
which people received. The philosophy of gay pride assures that sexuality not only is but
also should be the primary source of identification, community, and self-esteem
(Connell295, 24) the corollary concept of “cut and proud” links pride to self-disclosure,
so that caning out and pride become nearly synonymous. This research examines changes
in public acceptance of homosexuality and gay rights across time and countries, it
considers 1) what the trends have been and how changes vary across countries, 2) cross-
national differences in support of and gay rights and that country-level factors explain the
cross-national variation, 3)demographic correlates of support for homosexuality gay
rights, 4) the connection of cohort differences to trends, and 5) the lomlaned rote of
individuals and country-level variables on shaping attitudes towards homosexuality and
gay rights.
 3

Purpose of the study

1. To help gays about their self identity and their relationship to others.
2. To provide a valuable stepping stone to new understanding of gender and sexuality in
a safer environment.
3. To gain a better understanding of the unique challenges gays face in society.
4. To recognize the different experiences of individuals who identify themselves as gay.
5. To learn how to provide them with necessary support and resources to live a full and
meaningful life.
 4

Conceptual Framework

Crises Faced by Gays Relationship with their peers.

Figure 1: Schematic Diagram of the Study

 5

Statement of the Problem

1. What are the profile of the respondents as to?

A. Age

B. Economic Status

2.What are the common crises faced by the gays of Junior High School and Senior
High School students in Aurora National High School?

3. How does the respondent perceived the common crises faced by them?

Hypothesis:

Ho: There is no significant relationship between the age of the respondents to the identity
crisis they faced towards to their peers.
 6

Scope and Limitations

The study is limited to know the different responses of the respondents of the
identity crises they faced towards their relationship to their peers.
The subject of the study will be gays of both Junior and Senior High School from
Aurora National High School Student. We will get at least 15 respondents from the
Senior High School and 15 respondents from the Junior High School.

Significant of the Study

The goal of this research project is to have a better understanding of gays towards
to the relationship with their peers.

Peers – This study is to help gays understand themselves better. Moreover they will
develop their friend to have a communicative skills and building a stronger relationship.

Guidance Counselor – The result of this study is to help to assist and advise Students
how to act better in normal ways as other are.

Teachers– To educate students to practice a gender equality treatment, and how to be a

good students in the community.

Future Researchers – It will provide a baseline data for those who wanted to conduct
researches related to this.
 7

Definition of Terms

The following terms will be used extensively in this study and shall be taken
accordingly to the definition given below.
Family – A group of one and or more parents and their children living together as a unit.
Gender – Refers to the characteristic of women, men, girls and boys that are socially
constructed.
Gender Identity– Is the personal sense of one own gender. Gender equality can correlate
with a person assigned sex or can differ from it.
Homosexuality – Is a romantic attraction, sexual attraction, or sexual behavior between
members of the same sex or gender.
Sexual Orientation – Describes your emotional or sexual attraction to others. Gender
identity and sexual orientation are not the same thing.
Gay – Is a term that primarily refers to a homosexual person or the trait of being
homosexual.
Psychological Crisis – A life event that an individual perceives as stressful to the extent
that normal coping mechanisms are insufficient
Social/Emotional– The process of developing the self-awareness, self-control, and
interpersonal skills that are vital for school, work, and life success.
Physical Crisis– An acute health crisis is often a key turning point in an individual’s life.
The vivid confrontation with a severe physical illness or injury prolonged treatment and
uncertainly, a intense personal strains can have a profound and lasting impact.
Family Crisis– A child abuse investigation, spouse abuse, an unplanned pregnancy,a
parent’s desertion, a chronically ill family member, and lack of social supports.
 8

Chapter II

Review of Related Literature

The gay is a complex and multifaceted topic. For centuries, gays have been subject to
discrimination, marginalization, and oppression. This has resulted in a lack of understanding and
acceptance of the gay community, as well as a lack of research into the lives of gays. As a result,
the literature about the gays is still relatively limited. In recent years, however, the gay community
has become more visible and accepted in many parts of the world. This has resulted in an increase
in research into the lives of gays. In particular, there has been a focus on understanding the
experiences of gays in terms of their social, psychological, and physical health. One of the most
important areas of research into the gays is the study of the impact of discrimination and stigma on
their lives. Studies have shown that discrimination and stigma can lead to a range of psychological
and physical health issues, including depression, anxiety, and substance abuse. In addition,
discrimination and stigma can lead to social isolation and a lack of access to resources, which can
further exacerbate these health issues. Another important area of research into the gays is the study
of their relationships. Studies have found that gay relationships can be just as strong, committed,
and loving as heterosexual relationships. In addition, research has found that gay relationships can
be beneficial for both partners, providing emotional and psychological support.

Gender identity is an incredibly important and complex topic that is becoming increasingly
relevant in today’s society. It is a concept that is deeply rooted in the idea of self-expression and
understanding, and it is important that we as a society strive to create an inclusive environment
where everyone feels comfortable expressing their gender identity. Gender identity is an
individual’s internal sense of their own gender. It is not necessarily the same as one’s biological
sex, and it can be expressed in a variety of ways such as through clothing, hairstyle, and other
forms of self-expression. It is important to note that gender identity is not a binary concept, and
that there are many different gender identities that exist beyond the traditional male and female
categories. For example, individuals may identify as transgender, non-binary, gender fluid, or a
gender. The concept of gender identity is closely related to gender roles, which are social
expectations of how people should behave based on their gender. Gender roles can be restrictive
and can limit people’s ability to express their gender identity in the way that they want. For
 9

example, a person who identifies as male may feel uncomfortable wearing traditionally
“feminine” clothing, or a person who identifies as female may feel uncomfortable wearing
traditionally “masculine” clothing. It is important to recognize that gender roles can be oppressive
and that everyone should be allowed to express their gender identity in the way that feels most
comfortable to them. It is also important to recognize that gender identity is not static and can
change over time. People may feel that their gender identity is different from the gender they were
assigned at birth, and this is known as being transgender. It is important to create an accepting and
supportive environment for transgender individuals and to recognize that gender identity is an
individual’s right to self-expression. Gender identity is an incredibly important and complex topic,
and it is important that we as a society strive to create an inclusive environment where everyone
feels comfortable expressing their gender identity. We must recognize that gender identity is not a
binary concept and that there are many different gender identities that exist beyond the traditional
male and female categories. We must also recognize that gender roles can be oppressive and that
everyone should be allowed to express their gender identity in the way that feels most comfortable
to them. Finally, we must recognize that gender identity is not static and that transgender
individuals should be accepted and supported. By doing so, we can create a more inclusive and
understanding society.

Sexual orientation is an important part of who we are as individuals, yet it is often

misunderstood or ignored. In recent years, there has been a growing awareness of the diversity of
sexual orientations, and there is an increasing acceptance of the fact that sexual orientation is not a
choice. It is, instead, an innate part of our identity. The traditional view of sexual orientation is
that it is binary, meaning that people can be either heterosexual or homosexual. However, this is
an oversimplification of the various forms of sexual orientation. In reality, there are a variety of
sexual orientations, including bisexual, pansexual, asexual, and many more. It is important to
recognize that these orientations are all valid and should be respected. Sexual orientation can also
be fluid, meaning that it can change over time. For example, someone who identifies as
heterosexual may find themselves attracted to people of the same gender later in life. This is
perfectly normal and should not be judged. It is also important to remember that sexual orientation
is not the same as gender identity. Gender identity is a person’s sense of their own gender, while
sexual orientation is a person’s attractions to other people. In recent years, there has been a
growing acceptance of the diversity of sexual orientations. This is largely due to the work of
 10

LGBTQ+ activists and allies. They have worked tirelessly to raise awareness about the various
forms of sexual orientation and to push for greater acceptance and understanding. This has led to
the passage of laws in many countries that protect LGBTQ+ people from discrimination. It is
important to remember that sexual orientation is not a choice. It is an innate part of who we are,
and it should be respected and accepted. We should strive to create a world where people of all
sexual orientations feel safe and accepted. We should also strive to create a world where people
can express themselves without fear of judgment or discrimination. This is the only way to ensure
that everyone is treated with dignity and respect.

Sexual identity is how one thinks of oneself in terms of to whom one is romantically
and/or sexually attracted. Sexual identity may also refer to sexual orientation identity, which is
when people identify or dis-identify with a sexual orientation or choose not to identify with a
sexual orientation. Sexual identity and sexual behavior are closely related to sexual orientation,
but they are distinguished, with identity referring to an individual's conception of themselves,
behavior referring to actual sexual acts performed by the individual, and sexual orientation
referring to romantic or sexual attractions toward persons of the opposite sex or gender, the same
sex or gender, to both sexes or more than one gender, or to no one. Historical models of sexual
identity have tended to view its formation as a process undergone only by sexual minorities, while
more contemporary models view the process as far more universal and attempt to present sexual
identity within the larger scope of other major identity theories and processes.

Unlabeled sexuality is when an individual chooses not to label their sexual identity. This
identification could stem from one's uncertainty about their sexuality or their unwillingness to
conform to a sexuality because they don't necessarily like labels, or they wish to feel free in their
attractions instead of feeling forced into same, other, both, or all attractions because of their sexual
identity. Identifying as unlabeled could also be because of one's "unwillingness to accept their
sexual minority status. Because being unlabeled is the purposeful decision of no sexual identity, it
is different from bisexuality or any other sexual identity. Those who are unlabeled are more likely
to view sexuality as less stable and more fluid and tend to focus more on the “person, not the
gender.

It is reported that some women who identify as unlabeled did so because they are unable or
uncertain about the types of relationships they will have in the future. As such, this divergence
 11

from sexual labels could provide for a person to be able to more fully realize their "true" sexuality
because it frees them from the pressure of liking and being attracted to who their sexual
identification dictates they should like. Pham, Q.T. (2022) conducted an empirical qualitative
research on the sexual identity management strategies of working women who experience sexual
fluidity. The results show that female employees first consider or choose (non)identity that
matches their new sexual attractions. These (non)identity choices include identity change, fluid
identity, non-identity, and resisting identity. Next, strategies are utilized for managing that
(non)identity at work—pass, cover, implicitly out, explicitly out, inform/educate. These strategies
can be used independently or multiply (mixed/change), in which mixed strategy takes account of
communication object and situation, while change strategy relies on time.
 12

Chapter III

Research Methodology

Research Design

The research will be using comparative survey method in order to know the
identity of the gays with their peers.

An interview with the aid of structured questionnaire will be for gathering data
from the respondents.
Source of Data
The study will be conducted at Aurora National High School 15 respondents from
Junior High School and 15 respondents from Senior High School.

Data Gathering Instruments

The data for the study will be using an actual interview with the aid of a survey
questionnaire prepared by the researchers. All the answers will be worked.

Procedure
In gathering the data, the following procedures will be utilized.
1. The letters of the consent will be distributed the Aurora National High School
2. Location and identification of respondents are already.
3. The respondents are given the questionnaire in the presence of the respondents.
4. After the collection of data, the researchers will be systematically organize and
interpret the data gathered and presented it in tabulated form.

Sampling Techniques
Quota Sampling will be use in this study. Only respondents available during the
conduct of the survey will be considered as the respondents of the research.
 13

Scale Description Range of Values

1 Always 1-1.7

2 Sometimes 1.8-2.4

3 Never 2.5-3
 14

Data Processing and Statistical Treatment

The information that was gathered in this study was cautiously organized in tables

as well as carefully evaluated and interpreted by the researchers, predicated on the

statistical treatment that was used.

In this study, the researchers will utilize the use of mean and standard deviation.

Mean: This refers to the weighted average mean of the allocation. The formula used was:

- Percentage:

- Sample Mean:

- T-test:
 15

Chapter IV

Statement of the Problem

*Problem No.1:

What is the profile of the respondents as to:

1.1 Age; and

1.2 Economic Status?

Table 1.1 PERCENTAGE DISTRIBUTION BY AGE

AGE FREQUENCY PERCENTAGE

14-15 12 40%

16-17 9 30%

18 and Above 9 30%

TOTAL 30 100%

Based on the data from the research survey, which had a sample size of 30

individuals, we can conclude that the participants were divided into three distinct age

groups: 14-15, 16-17, and 18 and above. The results indicate that 40% (12 individuals) of

the participants were in the 14-15 age group, while 30% (9 individuals) belonged to both

the 16-17 and 18 and above age groups. This suggests a relatively balanced distribution

of participants across the different age categories in the survey, allowing for a more

representative analysis of the data.

 16

Table 1.2

PERCENTAGE DISTRIBUTION BY ECONOMIC STATUS

ECONOMIC STATUS FREQUENCY PERCENTAGE

Low Income 2 6.67%

Middle Income 26 86.67%

High Income 2 6.67%

TOTAL 30 100%

Based on the data provided, it can be concluded that in the sample of 30

individuals, the majority, 86.67% (26 individuals), belonged to the middle-income

category. A small proportion, 6.67% (2 individuals) each, fell into the low-income and

high-income categories. This suggests that the surveyed population is predominantly

composed of individuals with middle-income levels, indicating a relatively balanced

representation across economic statuses in the sample.

*Problem No.2:

Identified common crises faced by gays of Junior High School and Senior High School in
Aurora National High School?

Common Crises Frequency Percentage

Physical 5 16.67%

Family Crises 16 53.33%

Psychological 9 30%

Total 30 100%
 17

Based on the research survey, which had a sample size of 30 individuals, we concluded

that the participants were divided into three common crises: Physical, Family Crises and

Psychological. The results indicates that 16.67% (5 individuals) of the participant were in

the Physical Crises, while 53.33% (16 individuals) belong to Family Crises and 30% (9

individuals) in the Psychological. This suggests a relatively balanced distribution of

participants across the different common crises in the survey.

Table 2.2

CRISES FACED BY THE GAYS OF JUNIOR HIGH SCHOOL AND SENIOR HIGH
SCHOOL STUDENTS IN AURORA NATIONAL HIGH SCHOOL

Indicators Mean Description

A. Physical
1. Have you experienced anybody hitting you? 2.3 Sometimes

2. Have you experienced anybody smacking your face? 2.7 Never

3. Have you experienced anybody threatening your life? 2.47 Sometimes

4. Have you experienced anybody trying to strangle you? 2.73 Never

5. Have you experienced anybody slapped you in public? 2.77 Never

Overall Mean 2.59 Never

B. Family Crisis
 18

1. Have you experienced treated poorly by your own family? 2.47 Sometimes
2. Have you experienced being disrespected by others? 1.6 Always
3. Have you experienced treated fairly by you family? 1.9 Sometimes
4. Have you experienced being supported by your own family? 1.43 Always
5. I can express my homosexuality in private because of my 1.93 Sometimes
family?
Overall Mean 1.87 Sometimes

C. Psychological
1. I feel feminine 1.63 Always
2. I feel masculine 2.27 Sometimes
3. Other perceived me as masculine 2.13 Sometimes
4. Other perceived me as feminine 1.8 Sometimes
5. Have you feel being confident about your identity? 1.23 Always
Overall Mean 1.81 Sometimes

Based on the given data (Table 2.2), it can be observed that the crises faced by

the gays of Junior High School and Senior High School students in Aurora National

High School can be categorized into three main areas: physical, family, and

psychological.

In terms of physical crises, the data shows that some of the participants have

experienced being hit (2.3), threatened (2.47) by others. However, the majority reported

never being smacked on the face (2.7) or slapped in public (2.77), nor attempted

strangulation (2.73) by others.

 19

In terms of family crises, participants reported sometimes being treated poorly by

their own family (2.47) and sometimes being treated fairly (1.9). They also expressed

facing disrespect from others (1.6) but always felt the support of their family (1.43). The

participants reported varying levels of comfort in expressing their homosexuality in

private due to their family (1.93).

Regarding psychological crises, the participants indicated feeling feminine (1.63)

and sometimes masculine (2.27). They perceived themselves as sometimes being

perceived as masculine (2.13) or feminine (1.8) by others. While they reported feeling

confident about their identity (1.23), the overall mean suggests that they sometimes face

challenges in this area (1.81).

 20

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS/IMPLICATIONS, AND

RECOMMENDATIONS

This chapter presents the summary of findings, conclusions/implications, and

recommendations.

This study aimed to find out the crises faced by gays towards their relationships with

their peers.

SUMMARY OF FINDINGS

1. What are the profile of the respondents as to:

1.1. Age;

1.1 Economic Status?

Profile of Respondents:

 Age: The respondents were divided into three distinct age groups: 14-15, 16-17,

and 18 and above. This distribution indicates a relatively balanced representation

across different age categories in the sample.

 21

 Economic Status: The majority (86.67%) of the respondents belonged to the

middle-income category, while a small proportion fell into the low-income

(6.67%) and high-income (6.67%) categories. This suggests that the surveyed

population is predominantly composed of individuals with middle-income levels.

2. What are the crises faced by the gays of Junior High School and Senior High

School students in Aurora National High School?

Crises Faced by Gay Students:

 Physical Crises: The data shows that some participants have experienced physical

abuse to some extent. They reported being hit and threatened by others. However,

the majority reported never being smacked on the face, slapped in public, or

subjected to attempted strangulation.

 Family Crises: Participants reported sometimes being treated poorly by their own

family and facing disrespect from others. However, they also reported sometimes

being treated fairly and felt the support of their family. The participants indicated

varying levels of comfort in expressing their homosexuality in private due to their

family.

 Psychological Crises: The participants indicated feeling feminine and sometimes

masculine. They perceived themselves as sometimes being perceived as

masculine or feminine by others. While they reported feeling confident about their

identity, the overall mean suggests that they sometimes face challenges in this

area.

3. How does the respondent perceived the common crises face by them?

Correlation Analysis:
 22

 Age and Identity Crises: The correlation coefficient between age and identity

crises is very close to zero (r = 0.002), indicating a negligible correlation. This

suggests that age has little impact on the identity crises faced by gay students in

relation to their peers.

 Age and Economic Status: The correlation coefficient between age and economic

status is also very close to zero (r = 0), indicating a negligible correlation. This

implies that the age of the respondents does not have a significant relationship

with their economic status.

 Economic Status and Identity Crises: The correlation coefficient between

economic status and identity crises is relatively low (r = 0.329), indicating a

negligible correlation. This suggests that economic status has little impact on the

identity crises faced by gay students in relation to their peers.

CONCLUSIONS/IMPLICATIONS

The findings indicate that gay students in Aurora National High School face

multiple challenges, including physical, family, and psychological crises. The lack of

significant relationship between age, economic status, and identity crises suggests that

these challenges are not heavily influenced by these demographic factors. However, it is

important to note that other factors not examined in this study may contribute to the

identity crises faced by gay students.

These findings have implications for creating a more inclusive and supportive

environment for gay students. Schools should focus on addressing issues related to

physical safety, family dynamics, and psychological well-being. Educators and

 23

administrators can implement policies, programs, and support systems that promote

acceptance, understanding, and respect for LGBTQ+ students.

RECOMMENDATIONS

1. Develop anti-bullying and anti-discrimination policies: Schools should establish

clear policies that prohibit bullying and discrimination based on sexual

orientation. These policies should be communicated to students, staff, and parents

to ensure a safe and inclusive environment.

2. Provide support groups and counseling services: Establish support groups or

counseling services specifically tailored for LGBTQ+ students. These resources

can provide a safe space for students to discuss their experiences, seek guidance,

and receive emotional support.

3. Implement awareness and education programs: Conduct workshops, training

sessions, or awareness campaigns to educate students, teachers, and parents about

LGBTQ+ issues, promote empathy and acceptance, and challenge stereotypes and

prejudices.

4. Foster a supportive and inclusive school culture: Encourage the celebration of

diversity and inclusion through activities such as LGBTQ+ awareness events,

guest speakers, and inclusive curriculum content. Promote an atmosphere where

all students feel respected, valued, and supported.

 24

5. Further research: Conduct further research to explore additional factors that may

influence the identity crises faced by gay students. This can help in developing

more targeted interventions and support mechanisms to address these challenges

effectively.

By implementing these recommendations, schools can create an environment where gay

students feel supported, accepted, and empowered to navigate their identity, develop

positive relationships with their peers, and thrive academically and emotionally.
 25

BIBLIOGRAPHY

Bailey, J. M., Vasey, P. L., Diamond, L. M., Breedlove, S. M., Vilain, E., & Epprecht, M.
(2016). Sexual orientation, controversy, and science. Psychological science in the
public interest, 17(2), 45-101.
https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=sexual+orientatio&oq=sexual
Brooks, K. D., & Quina, K. (2009). Women’s sexual identity patterns: Differencesamong
lesbians, bisexuals, and unlabeled women. Journal of Homosexuality,56(8),1030-
1045.
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=unlabeledsexuallity
&oq=unl
Chandra, A., Copen, C. E., & Mosher, W. D. (2013). Sexual behavior, sexual attraction,
and sexual identity in the United States: Data from the 2006–2010
National Survey of Family Growth. International handbook on the
demography of sexuality, 45-66.
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=sexual+behavior
%2C+sexual+attraction+and+sexual+identity&oq=sexual+behavior
%2C+sexual+attraction+and+sexual+iden
Hutchinson, D. L. (2000). Identity crisis: Intersectionality, multidimensionality, and the
development of an adequate theory of subordination. Mich. J. Race & L., 6, 285.
https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=identity+crisis&oq=identit
Steensma, T. D., Kreukels, B. P., de Vries, A. L., & Cohen-Kettenis, P. T. (2013).
Gender identity development in adolescence. Hormones and behavior, 64(2), 288-
297.
https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=gender+identity&oq=gender+
 26

LIST OF FIGURES

FIGURE TITLE PAGE

1 Schematic Diagram of the study 4

 27

Appendix A

SURVEY QUESTIONNAIRE

CRISES FACED BY GAYS TOWARDS THEIR RELATIONSHIP WITH THEIR

PEERS

Personal information

Name: ______________________ Grade & Section: ________________

Gender: ____________________ Age: _________

Instruction: Kindly put a check mark on the box that matches to your answer, and please
answer each question honestly.

1- Always 2- Sometimes 3-Never

A. Physical 1 2 3

1. Have you experienced anybody hitting you?

2. Have you experienced anybody smacking your face?

3. Have you experienced anybody threatening your life?

4. Have you experienced anybody trying to strangle you?

5. Have you experienced anybody slapped you in public?

 28

B. Family Crisis 1 2 3

1. Have you experienced treated poorly by your own

family?

2. Have you experienced being disrespected by others?

3. Have you experienced treated fairly by you family?

4. Have you experienced being supported by your own

family?

5. I can express my homosexuality in private because

of my family?

C. Psychological 1 2 3

1. I feel feminine

2. I feel masculine

3. Other perceived me as masculine

4. Other perceived me as feminine

5. Have you feel being confident about your identity?

 29

Appendix B

Republic of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

DIVISION OF ZMBOANGA DEL SUR

AURORA NATIONAL HIGH SCHOOL

DepEd DEPARTMENT OF EDUCATION

Aurora, Zamboanga del Sur

Dear Participants,

As part of our research subject, we the students of grade 12 HUMSS-

Aquino, would like to conduct a survey which can help us gather and present data find

out the Crises Faced by Gays Towards their Relationship with their Peers.

JUNARD VISTAL CALBONERO

Research Adviser

AL DI LA FELOMINITA T. BAJUYO RN., MAEd

School Principal
 30

CURRICULUM VITAE

A. PERSONAL DATA

Name : Shyra Mae P. Bagayo

Home Address : Poblacion, Aurora Zamboanga del Sur

Email Address : bagayoshyramae21@gmail.com

Date of Birth : November 21, 2002

Place of Birth : Bag-ong Mandaue, Aurora Zamboanga del Sur

Nationality : Filipino

Religion : Catholic

Father’s Name : Nolmer E. Bagayo

Mother’s Name : Criselda P. Bagayo

B. ACADEMIC BACKGROUND

Elementary : Aurora Regional Pilot School

Aurora Zamboanga del Sur

Junior High School : Commonwealth National High School

Commonwealth, Aurora Zamboanga del Sur

Senior High School : Aurora National High School

Balide Aurora Zamboanga del Sur

Strand : Humanities and Social Sciences

 31

CURRICULUM VITAE

A. PERSONAL DATA

Name : Von Ivan Lee P. Butaya

Home Address : Brgy. Romarate, Aurora Zamboanga del Sur

Email Address : butayavon@gmail.com

Date of Birth : September 4, 2005

Place of Birth : Brgy. Romarate, Aurora Zamboanga del Sur

Nationality : Filipino

Religion : Catholic

Father’s Name : Lee S. Butaya

Mother’s Name : Laarni P. Butaya

B. ACADEMIC BACKGROUND

Elementary : Quirico Ceniza Elementary School

Romarate Aurora Zamboanga del Sur

Junior High School : Aurora National High School

Balide Aurora Zamboanga del Sur

Senior High School : Aurora National High School

Balide Aurora Zamboanga del Sur

Strand : Humanities and Social Sciences

 32

CURRICULUM VITAE

A. PERSONAL DATA

Name : Edelwiess P. Cabatingan

Home Address : Poblacion, Aurora Zamboanga del Sur

Email Address : cabatinganedelwiess@gmail.com

Date of Birth : February 7, 2002

Place of Birth : Aurora Zamboanga del Sur

Nationality : Filipino

Religion : Catholic

Father’s Name : Elias C. Cabatingan

Mother’s Name : Nenita P. Cabatingan

B. ACADEMIC BACKGROUND

Elementary : Aurora Regional Pilot School

Aurora Zamboanga del Sur

Junior High School : Santa Teresita Academy

Aurora Zamboanga del Sur

Senior High School : Aurora National High School

Balide Aurora Zamboanga del Sur

Strand : Humanities and Social Sciences

 33

CURRICULUM VITAE

A. PERSONAL DATA

Name : Kent Jayvie T. Dosdos

Home Address : Barobo, Aurora Zamboanga del Sur

Email Address : kentdosdos5@gmail.com

Date of Birth : August 7, 2005

Place of Birth : Barobo, Aurora Zamboanga del Sur

Nationality : Filipino

Religion : Catholic

Father’s Name : Josie L. Dosdos

Mother’s Name : Jocelyn T. Dosdos

B. ACADEMIC BACKGROUND

Elementary : Veronico J. Cabahug Elemtary School

Aurora Zamboanga del Sur

Junior High School : Aurora National High School

Aurora Zamboanga del Sur

Senior High School : Aurora National High School

Balide Aurora Zamboanga del Sur

Strand : Humanities and Social Sciences

 34

CURRICULUM VITAE

A. PERSONAL DATA

Name : Niah Lee Marie R. Estenzo

Home Address : Bemposa, Aurora Zamboanga del Sur

Email Address : estenzoniah@gmail.com

Date of Birth : August 7, 2005

Place of Birth : Pigkarangan Tubod, Lanao del Norte

Nationality : Filipino

Religion : Catholic

Father’s Name : Ramil J. Estenzo

Mother’s Name : Annie P. Reformado

B. ACADEMIC BACKGROUND

Elementary : Bemposa Elemtary School

Aurora Zamboanga del Sur

Junior High School : Aurora Pioneers Memorial College

Aurora Zamboanga del Sur

Senior High School : Aurora National High School

Balide Aurora Zamboanga del Sur

Strand : Humanities and Social Sciences

 35

CURRICULUM VITAE

A. PERSONAL DATA

Name : Syrelgin M. Estenzo

Home Address : Bemposa, Aurora Zamboanga del Sur

Email Address : syrelgin@gmail.com

Date of Birth : April 13, 2003

Place of Birth : Bemposa, Aurora Zamboanga del Sur

Nationality : Filipino

Religion : Catholic

Father’s Name : Roly C. Estenzo

Mother’s Name : Gina M. Estenzo

B. ACADEMIC BACKGROUND

Elementary : Bemposa Elemtary School

Aurora Zamboanga del Sur

Junior High School : Aurora National High School

Aurora Zamboanga del Sur

Senior High School : Aurora National High School

Balide Aurora Zamboanga del Sur

Strand : Humanities and Social Sciences

36
37
38