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Dalubatan 11 – Einstein
Schools are everyone’s place of security and safety. But in the Philippines, lesbian,
gay, bisexual, and transgender students find that their schooling experience is scarred
because of bullying, discrimination, and even physical or sexual assault. These forms of
maltreatment can defy the student’s rights to education affecting their quality of education,
lesbian, gay, or bisexual are more likely to experience depressive symptoms, suicidal
ideation, and to make suicide attempts than heterosexual adolescents. (Remafedi et al.
1998; Russell and Joyner 2001; Safren and Heimberg 1999). An explanation for the
heightening risk of emotional distress among sexual minority adolescents is that these
youth must deal with stressors related to having a stigmatized identity (Rosario et al.
2002). According to Russell et al. (2010), the victimization of LGBT students ranges from
e.g. the use of ‘‘that’s so gay’’ and ‘‘fag’’ as generalized derogatory comments among
teens to verbal harassment and physical violence. A recent nationwide survey of LGB
youth in the United States reported that nearly 40% experience physical harassment at
least once because of their sexual orientation and 64.3% reported feeling unsafe at their
unsupportive of the needs of their lesbian, gay, bisexual, and questioning students
(Lipkin, 2002). Universities took action in developing policies addressing such
discrimination but the implementation and enforcement of these policies is much opaque
(Ellis, 2008).
students (Birkett et al., 2009). Their goal is to bring awareness of the challenges facing
the LGBT community and develop legislation, as well as strict implementation of school
policies, to protect sexual minority students from the violence and discrimination that is
Birkett, M., Espelage, D. L., & Koenig, B. (2009). LGB and Questioning Students in
doi:10.1007/s10964-008-9389-1
lesbian, gay, bisexual and trans (LGBT) students in the UK. Higher Education,
Kosciw, J. G. (2004). The 2003 national school climate survey: The school-related
experiences of our nation’s lesbian, gay, bisexual, and transgender youth. New
York: GLSEN.
Lipkin, A. (2002). The challenge of gay topics in teacher education: Politics, content, and
for sexual diversity in the classroom. Oxford: Rowman & Littlefield Publishers, Inc.
Remafedi, G., French, S., Story, M., Resnick, M. D., & Blum, R. (1998). The relationship
Rosario, M., Schrimshaw, E. W., Hunter, J., & Gwadz, M. (2002). Gay-related stress and
doi:10.1037/0022-006X.70.4.967.
Russell, S. T., & Joyner, K. (2001). Adolescent sexual orientation and suicide risk:
Evidence from a national study. American Journal of Public Health, 91(8), 1276–
1281. doi:10.2105/AJPH.91.8.1276
Russell, S. T., Ryan, C., Toomey, R. B., Diaz, R. M., & Sanchez, J. (2010). Lesbian, Gay,
Young Adult Health and Adjustment. Journal of School Health, 81(5), 223-230.
doi:10.1111/j.1746-1561.2011.00583.x
006X.67.6.859.
Thoreson, R. (2017, September 11). "Just Let Us Be": Discrimination Against LGBT
Students in the Philippines. Human Rights Watch. Retrieved July 26, 2018, from
https://www.hrw.org/report/2017/06/21/just-let-us-be/discrimination-against-lgbt-
students-philippines