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Exploring the LGBTQ+ Experiences: Media and

Education Inclusivity

by

Aljuri Wade Pagas

Chance Raphael C. Bacungan
Joedith Rey Santos
Joenela Garancho
Nathaniel Josh Lerio

A Research Paper Submitted to the Mapúa Senior High School Department

in Partial Fulfillment of the Requirements for

Practical Research 1 (RES01)

Mapúa University
December 2024
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ACKNOWLEDGEMENT

Before we start,

Our deepest ‘thank you’ goes to the LORD for all the gifts You have given us and for directing
our path to the following people who have been instrumental in the completion of my thesis/
practicum or research report. It was never an easy feat to begin with, we had our tough times, but
we managed to pull through. Of course, this would not be possible without our parents and
guardians who always supported our studies.

For this achievement, I give back all the glory and praises, and honor to the omnipotent Father
Almighty.

Aljuri Wade Pagas

Chance Raphael C. Bacungan
Joedith Rey Santos
Joenela Garancho
Nathaniel Josh Lerio

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TABLE OF CONTENTS

TITLE Page

ACKNOWLEDGEMENT ii

TABLE OF CONTENTS iii

LIST OF TABLES iv

LIST OF FIGURES v

ABSTRACT vi

INTRODUCTION
Background of the Study
Review of Related Literature
Synthesis and Research Gap
Research Objectives
Significance of the Study
Scope and Delimitation
Theoretical/Conceptual Framework

METHODS
Research Design
Setting
Participants and Sampling Technique
Data Gathering Tools
Research Procedures
Data Analysis
Ethical Considerations

RESULTS and DISCUSSIONS

CONCLUSION

RECOMMENDATIONS

REFERENCES

APPENDICES

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Abstract

In today's world, the LGBTQ+ community is very much represented, whether that would

be in media, movies, TV series, or even education. This community now feels more inclusive than

ever thanks to the ever-growing fight for their rights. While it is great to see it happen, it is still

not enough. This research aims to find ways on how the LGBTQ+ community can be represented

in a safe, and harm-free environment. This research also aims to address current issues and suggest

potential ways to achieve this goal in both schools and media. We strive to achieve this goal so

that everyone will have the right to be who they want, without fear, or worries. This research helps

us understand more of the topic by talking to (surveying) people who identify as a part of the said

community to figure out how exactly they want to be represented.

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INTRODUCTION

Background of the Study

“In a society in which bullying, hate crimes, homelessness, and suicides are all too common in the

lives of LGBTQ youth, teaching about queer history embodied in historic sites can inspire young

minds to imagine and work for a more open and accepting future society.” (Rupp, 2023)

Once considered a mental illness, homosexuality is now viewed as a normal but less

frequent variation of human sexual and affectional expression. In looking at homosexuality from

a nonpathological point of view, sexual orientation itself is now better understood, with new

concepts and ideas still evolving. (Cabaj, 2008) And on gender identity, there has been a push

recently for acceptance of other gender identities. Celebrities are coming out as genderqueer while

others who identify as cisgender are breaking down stereotypes in how they present and act. (Wick,

2022)

As it was in 2013, attitudes on the acceptance of homosexuality are shaped by the country

in which people live. (Poushter, 2020) For instance, despite the Philippines’ progress in gender

equality, contemporary evidence suggests that Filipinos continue to possess negative attitudes

toward lesbian and gay individuals. Likewise, discrimination and violence toward bisexual,

transgender, and queer Filipinos have been documented. (Abesamis & Alibudbud, 2023) And

scholarship has begun to evaluate whether structural stigma—i.e., societal-level conditions,

cultural norms, and institutional policies that constrain opportunities, resources, and well-being—

contributes to health burdens among LGBTQ+ individuals. (Hatzenbuehler et al., 2024)

LGBTQ+ stories and histories have long been silenced as part of deliberate work by those

in power to erase the identities and experiences of LGBTQ+ individuals. (Felt et al., 2022) While

traditional archives have successfully diversified collecting scopes to include materials from

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marginalized LGBTQ+ communities, archivists have yet to examine whether the descriptions of

these materials appropriately represent the communities of origin. (Baucom, 2018) And until

recently, information about LGBTQ lives has moved into mainstream discourse despite little

knowledge about queer history, much less about the variation of sexual desire, behavior, and

identities across time and in diverse cultures. (Rupp, 2023)

Review of Related Literature

LGBTQ+ studies are not just about studying variations in the expression of sexuality and

gender, and the ways societies treat those differences. (Wilson, 2023) It is also about devoting

attention to LGBTQ+ history, to histories of power, sexuality, and gender, and globalization and

the transnational turn in historical writing. (D’emilio, 2019)

LGBTQ+ Education

Educational inequality between LGBTQ students and their heterosexual, cisgender

counterparts is linked to homophobic, biphobic, queerphobic, and transphobic verbal and physical

violence, and heteronormative and cisnormative school cultures that erase and invalidate LGBTQ

experiences (Wernick et al., 2021). Integration of LGBTQ-inclusive information and

representation into standard curricula, where it is explicitly visible and accessible to all youth, may

help overcome the downsides of other strategies such as GSAs or antidiscrimination policies

(Proulx et al., 2019). A study from the University of Oklahoma Health Sciences Center showed an

overall mean satisfaction score of 4.42 in integrating LGBTQ+-related medical topics to increase

knowledge of LGBTQ+ health issues and improve comfort with taking an inclusive sexual history

within US medical schools. (Lawlis et al., 2022) Meanwhile, in the Philippines, a review of the

policies related to CSE revealed the acknowledgment and emphasis of gender sensitivity in the

formulation and implementation of CSE in the K-12 program of the Philippines. However, further

review of the topics expected to be covered within CSE showed a lack of SOGIESC sensitivity. It

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should be noted, however, that in terms of SRH problems relevant to the LGBTQ+ community,

STIs and HIV/AIDS are explicitly identified in the policies. Bullying is identified as a salient

subtopic to be covered under the domain of “Personal Safety” in the standard DepEd curriculum,

for instance. However, it is an important topic for the LGBTQ+ community as the act creates a

hostile environment that could negatively affect one’s health and well-being since SOGIE-based

prejudice remains a systemic issue in the Philippines, especially within the education system.

(Abesamis & Siddayao, 2021)

LGBTQ Research

One of the most popular topics among other researchers have examined is the public’s

acceptance of gays and lesbians versus their willingness to extend to their civil liberties and rights.

One study attributed consistent support for gay and lesbian rights to increases in American’

educational attainment, while another showed how heterosexuals were less willing to approve of

displays of affection than grant formal rights to same-sex couples. Another area of research that

has received a particularly large amount of attention is the extent to which Americans view

homosexuality as innate (i.e., something with which people are born) versus something that people

can control. Several studies have found that Americans who are more likely to see homosexuality

as having a biological basis tend to be more supportive. In part, because gay men and lesbians are

then seen as less responsible for their orientation (Adamczyk & Liao, 2019). The stringent nature

of the institutional review board’s (IRB) review and approval process, due to its role in protecting

children and youth during research, gives rise to some major concerns and challenges for education

research on LGBTQ issues. What information is protected and what is not? Often it is unclear what

information falls under protection guidelines. Much of LGBTQ research revolves around issues of

individual identity, behavior, and sometimes actions surrounding this behavior. (Wimberly &

Battle, 2015)

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The wide body of research on violence against LGBTQ+ individuals indicates that sexual

and gender minorities are at elevated risk for physical and sexual assault, harassment, bullying,

and hate crime victimization throughout their lives. Despite the perception of a more welcoming

society, victimization disparities have been stable or widening since the 1990s. More studies with

probabilistic sampling approaches, standardized measures, and larger samples of gender minorities

are needed. However, the widespread victimization of sexual and gender minorities is an urgent

issue, demanding attention from clinicians, program developers, and policymakers. (McKay et al.,

2017) When expanding the Microaggression theory for instance, it was observed that heterosexist

and transphobic discrimination have persisted through interpersonal interactions — ranging from

more overt forms (e.g., hate crimes, bullying) to more subtle forms of discrimination, otherwise

known as microaggressions. Since 2008, hundreds of articles have been written on

microaggressions, with dozens focusing specifically on the experiences of LGBTQ+ people.

Qualitative and quantitative studies have revealed that LGBTQ+ people who experience

microaggressions have reported negative outcomes like depression, low self-esteem, and trauma.

By using an interdisciplinary approach, articles range in topics from intersectional identities to

health and psychological outcomes, to advancing research methods. (Nadal, 2019)

Then on LGBTQ+ mental health, recent studies have adapted minority stress theory to

examine the health disparities for gender minority adolescents as well as sexual minority

adolescents including substance use, depression, and suicidality. Increasingly, literature on the

topic of minority stress theory explores nuance within identity and intersectionality between

identities, especially when researching the variety of challenges all adolescent LGBTQ+

individuals face. (Guz et al., 2021)

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LGBTQ+ Media

As LGBTQ+ representation in television and film increases, viewers must continue to

question if this representation is accurate and enough to represent a whole spectrum of individuals.

As we become aware of the process of interpretation that occurs when viewing a message, we must

identify how we can engage critically with the media. (Thomson, 2021) Aside from that, it was

hypothesized that more media representation of LGBTQ+ and the prevalence of LGBTQ+ role

models would produce a positive correlation with attitudes. (Stoiljkovic, 2019) For a complete

analysis and critique, one must understand how a message, or media, is received and interpreted.

(Thomson, 2021) Few studies have scrutinized the use of popular media as a practical tool for

reducing homophobia and providing services for LGBTQ+ people. (Shabahang et al., 2023)

Padva (2008) conducted a case study on queer representation in contemporary visual media

and analyzed how the episode “Homer's Phobia” from Matt Groening's animation series The

Simpsons can be used to deconstruct hetero- and homosexual codes of behavior, socialization,

articulation, representation, and visibility. Later, Stoiljkovic (2019) conducted another study on

the representation of genders, race, and LGBTQ+ in Modern Family. Just by focusing on the

show’s LGBTQ+ representation, it was shown that the LGBTQ+ characters are represented

stereotypically without any significant positive changes over nine years, despite its nuanced

depiction of the male and female characters. Aside from TV shows, video games are full of

problematic LGBTQ+ representation despite the gaming industry’s somewhat positive stance with

plenty of critical remarks. Many examples of queer representation are seen as mere lip service and

efforts to placate the Western push for inclusivity without angering the conservative markets.

(Látal, 2022)

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Synthesis and Research Gap

Schools need to find ways to broaden their curriculum to include subject matter that speaks

to students' identities and exposes diversity in race, gender, sexuality, and other identities (Busch,

2020). In one research, participants were easily able to articulate the history, values, and shared

experiences of their cultural group, and their experiences support a framework for understanding

collective identity based on connection to the LGBTQ+ community. This offers implications for a

more robust conceptualization of sexual and gender identity development by creating a

multidimensional conceptualization consisting of individual, social, and collective identity

dimensions. We also may need to consider the inclusivity of LGBTQ+ material. According to

Proulx et al (2019), integration of LGBTQ-inclusive information and representation into standard

curricula, where it is explicitly visible and accessible to all youth, may help overcome the negatives

of other strategies such as GSAs or antidiscrimination policies. There is conceptual overlap across

the constructs of culture and collective as they both emphasize shared values and beliefs within a

group of people (Parmenter et al., 2020). When it comes to LGBTQ+ media, film, for instance,

can not only reflect the greater acceptance of LGBTQ+ people in today's culture but can also

provide historical context. From the Motion Picture Production Code (Hays Code) enacted in 1933

to several social movements, including Gay Liberation in the 1970s up to the present day, non-

normative gender and sexuality are becoming less taboo in film and media and still, the profit

motive dictates who and what is represented (Busch, 2020).

Several studies were done to fill the research gap in LGBTQ education and media

representation. However, drawing from the appearance of recent headlines, with new

developments in the political climate, the education system, and the media and the entertainment

industry, there might be changes in how LGBTQ+ topics are dealt with. The research was

conducted on the policies that affect LGBTQ reproductive health education; therefore, we now

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have information on an LGBTQ+-related topic taught in schools and how it is handled. However,

by observing how prominent these topics are in the Western media, and the ‘obscurity’ of

LGBTQ+ topics in Philippine media and education, not to mention the other changes that took

place, more research on the current situation of LGBTQ+ media and education is needed.

Research Objectives

The main objective of our research is to reveal how much LGBTQ+ education and media

have come to teaching and showing people the histories, challenges, and significance of LGBTQ+

individuals worldwide. To specify, we intend to investigate what and how LGBTQ+-related topics

in health sciences and social studies were taught and how widespread and ‘deep’ the topics are.

Then we will look at how far scholars have come in researching LGBTQ+ issues and what can be

done to improve LGBTQ+ inclusivity in schools. Next, we will look at how much has LGBTQ+

media (movies, books, TV shows, etc. with LGBTQ+ representation or full-on LGBTQ+-centered

stories) reached any audience. And lastly, we will be looking at how much some if not all of society

are educated on LGBTQ+ topics and how they can influence LGBTQ+ inclusivity and awareness.

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Significance of the Study

The LGBTQ+ community, despite societal progress, is still facing discrimination among

other challenges, while democratic societies remain divisive on LGBTQ+ inclusivity. Therefore,

the significance of our study is to show how society draws from media and education to learn about

LGBTQ+ experiences and how it affects society’s acceptance of LGBTQ+ individuals and their

experiences.

Scope and Delimitation

As stated, the general purpose of this study is to look at how much education has come in

teaching and uncovering LGBTQ+ topics and how much the media has come in portraying

LGBTQ+ individuals and their experiences. The study will focus on the following topics:

- The progress and scope of LGBTQ+-related topics taught in various schools.

- The range of topics being researched that aim to raise awareness of the challenges that

LGBTQ+ individuals face.

- Examples of how the media and pop culture handles LGBTQ+ topics.

- The challenges in discussing LGBTQ+ topics within the media and the educational

curriculum, and in researching LGBTQ+ topics and issues.

- Their influence on society and other LGBTQ+-related issues.

The limitations of our study are the number of participants and the setting. The complexity of the

qualitative approach of our research and the limited time and resources available meant that we

could collect a good amount of information from a small pool of participants while saving time

and resources. Our study will, therefore, have an insufficient amount of information to provide a

full, accurate picture of the issues.

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Theoretical and Conceptual Frameworks The

LGBTQ+ community is a diverse topic all on its own; often people talk about the rampant

discrimination against LGBTQ+ individuals brought about by societal and cultural norms when

other issues are the cause or the effect of said discrimination. But for our research, we will only be

discussing LGBTQ topics in education, research, and the media. To begin, we will first discuss

briefly about the LGBTQ+ community, where the term is an acronym for: lesbian, gay, bisexual,

transgender, and queer/ questioning. It encompasses all gender identities and sexual orientations

outside the societal norm of heterosexuality and cisgenderism, such as asexual, aromantic,

genderqueer, etc. (LGBTQ Terminology, 2015) Next, we will discuss the terminologies and

clarifications regarding our current research topic. In LGBTQ+ education, people refer to topics

taught in schools that relate to the LGBTQ+ community. Aside from social issues like homophobia

and transphobia, other topics typically include reproductive health and/or sex education (human

reproductive anatomy, safe sex practices, etc.), and in rare cases, history, and culture (LGBTQ+

individuals in history and across the world cultures). LGBTQ+ research expands from the current

knowledge; collecting data from recent headlines; uncovering obscure historical accounts; and

interviewing various experts and individuals. And then on LGBTQ media, it can refer to

journalism or the entertainment industry. The former, where LGBTQ+ issues are reported in

newspapers and radio broadcasts, relates more to our topic's research aspect. Conversely, the latter

refers to forms of art and entertainment such as movies, TV shows, video games, books, songs,

etc. Alongside that are the LGBTQ+ stories or representations that ranged from the outdated and

discriminatory to the more progressive and inclusive. There are challenges in all three aspects:

religion, politics, culture, etc. They might have acted on LGBTQ+ education, research, and media

and then vice versa. That is our hypothesis coming from the recent headlines related to the issue.

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The conceptual framework or ‘research plan’ is as follows with the theoretical framework

established. We begin with a collected ‘introduction’ of all the topics: education, research, and

media representation, where we discuss their current, general impact on LGBTQ+ awareness and

inclusivity shaping society. Next, we discuss the LGBTQ+-related topics currently present in the

schools’ curricula, such as reproductive health and cultural studies, alongside the challenges that

restricted any progress in LGBTQ+ education. Then, we discuss LGBTQ+-related topics and

issues where research was done, and the challenges researchers face within their studies.

Afterward, we discuss the current state of LGBTQ+ portrayals in the media and entertainment

industry, negative and positive changes alike. From the responses collected, we can put together a

good picture of the issue itself and the ensuing ramifications, which can be supplemented with

additional information on other issues like LGBTQ+ mental health, community experiences, etc.

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METHODS

Research Design:

This research requires a more qualitative approach. The qualitative approach is a type of

research that explores and provides deeper insights into real-world problems (Tenny, 2022). It

involves asking open-ended questions, which is perfect for this sort of study. For this research

specifically, we will use the Phenomenology Methodology, which is a study based on life

experiences and phenomena experienced by individuals, whether that would be conducted via

surveying, or interviews (Haradhan M., 2018). It would also be taken from the participant’s point

of view and describe the lived experiences of a certain phenomenon.

Setting

The setting of our data gathering in the Philippines, specifically, will be conducted at

Mapua University; on both Intramuros and Makati campuses alike.

Participants and Sampling Technique

Our participants will be 5 teachers (consisting of 3 college professors and 2 senior high

school teachers) and 10 students (consisting of 5 college students and 5 senior high school

students) from Mapua University. The only criterion they will follow is their familiarity or

experience with LGBTQ+-related topics; either in research, in popular media, etc. For this study,

we will use the quota sampling technique as our sampling technique. This allows us, the

researchers, to decide the number of participants partaking in this survey and allows us to focus

on participants who know about or have insights about a specific phenomenon, in this case, the

LGBTQ+ community.

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Data Gathering Tools

Using Google Forms, our study will be conducted in an online survey format. The survey

will contain open-ended questions that seek comments, opinions, suggestions, and other types of

responses that will provide rich, in-depth data. In the case of an online survey, the responses will

be less detailed than interviews but more abundant to compensate. (Ortega, 2022) The research

questions as follows are not in any specific order.

- Were you taught any LGBTQ+-related topics as a student? If so, what are those topics

and how in-depth were they?

- As a teacher, did you teach your students any LGBTQ+-related topics like history, world

cultures, reproductive health, etc.? If so, what are those topics?

- If you do not specialize in LGBTQ+ studies, did you conduct any type of research on

LGBTQ+-related issues or similar? If yes, please elaborate on the abstract of your

research.

- Did you happen to have a friend or family member who is LGBTQ+? If so, what are the

challenges did they face because of it?

- When researching LGBTQ+ issues, were there any challenges during the process? If so,

what are those challenges and how did they affect the studies?

- From your previous research, did you happen to know any historical figures and/or

celebrities who happen to be LGBTQ+? If so, who are they?

- How does the media affect your stance on LGBTQ+ acceptance?

- Do you specialize in LGBTQ+ studies? If so, what are the topics or issues did you

study/research about? Please write down the abstract/summary of your research.

- Did you consume content that contained actual LGBTQ+ representation or themes? If so,

what are they? Note: you may include movies, TV shows, video games, books, etc.

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- Does your personal worldview conflict with the acceptance of LGBTQ+ individuals in

society? If so, what are the reasons?

- Which stereotypes/prejudices on LGBTQ+ individuals ‘stuck’ with you based on your

experiences?

- In your own opinion, what positive changes for the LGBTQ+ community do you wish to

happen?

- Do you advocate for LGBTQ+ rights across the world?

Research Procedures

When creating the survey, the research questions above will have paragraph-type responses.

During the survey's creation, we will contact different classes to select participants via email or

chat. Once the survey is complete and the 15 participants are selected, we will email the survey to

the participants from which they will answer at any time until the set deadline. From there, data

analysis will begin, where we will interpret the responses from the participants.

Data Analysis

According to Braun and Clarke (2006), Thematic Analysis is a method for identifying, analyzing,

organizing, describing, and reporting themes that are found within a specific data set. It is a

useful method for examining the different perspectives of participants in your research. We will

use thematic analysis to our advantage by examining all the different responses to each question

and comparing them one by one, looking for similarities and dissimilarities along the way. For

example, if three people had answered a specific question similarly, we can make a theory that a

specific answer is a frequent problem or occurrence.

Ethical Considerations

As part of our ethical practice, we shall give adequate credit to our sources of information

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to avoid plagiarism and be charged with theft. We shall also use the information obtained solely

for our research; any other use of the obtained information unrelated to our research that will

surely disrupt or do harm to others is not within the scope/purpose of our research. The

participants involved in answering the survey will remain anonymous for their safety.

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RESULTS and DISCUSSIONS

Results and Findings Concerning LGBTQ+ Education

The limitations of our research forced us to limit the number of participants to eight students;

none of the teachers were able to answer the survey and most of the other students lacked enough

time to take the survey. Nonetheless, there is enough data to accomplish all three of our main

objectives. Regarding LGBTQ+ Education, four of the students were taught in their old schools

on LGBTQ+ issues.

Three of the participants were taught about the SOGIE bill. The SOGIE Equality Bill or House

Bill no. 4982 was filed at the Philippine House of Representatives since 2001 and was re-filed

since the 19th Congress (Ildefonso, 2024), and its purpose is to protect LGBTQ+ Filipinos from

any form of discrimination. (Francisco, 2018) The other participant said that they were taught on

societal issues affecting the LGBTQ+ community. None of the participants said about LGBTQ+

reproductive health taught in schools, implying that the topics come from the social studies

subject; an essential subject when it comes to preparing students for a diverse, pluralistic

democratic citizenry. (Maguth, Brad M & Nathan, 2014) Meanwhile, the other four did not

receive education on LGBTQ+ topics, with one student saying that their school censored such

topics.

When we asked if they had been taught topics about the LGBTQ+ community, half of the

respondents said, ”No.” When we go into detail, all of them said different things. One of them

stated that the school chose to censor it. Another said that the school chose to steer away from

the topic. Another only stated that they were” Not taught” and another chose to not say anything

at all. With these types of answers, we can infer that in the Philippines, the term” LGBTQ+” is

still an overly sensitive topic.

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Results and Findings Concerning LGBTQ+ Research

To start, none of the students do specialized research on the LGBTQ+ community. However,

when we asked about if they were taught any LGBTQ+-related topics, one of the students

(Participant 4) responded, stating that they had been taught about the SOGIE Bill and they

conducted a study about it. And for the challenges in LGBTQ+ research, one stated that

LGBTQ+-related studies are easier to access nowadays and therefore no longer a challenge,

while another stated that bias and censorship made LGBTQ+ research more complicated to

accomplish. This bias and possibly censorship may manifest itself through the political climate,

where the school curriculum and parents’ outrage prohibit both LGBTQ+ education and research

alike. Even research publishers are not free from bias; the anecdotal nature of most LGBTQ

studies and the controversy of LGBTQ+ topics or a lack of understanding of their connection

with educational outcomes and experiences, may discourage many publishers. Some of the

research has aspects of advocacy or takes the form of essays, personal narratives, or position

papers, which is something only some publishers would accept. Political organizations, think

tanks, researcher bias, study participants, institutional review boards, among other challenges

also influence the bias and so-called censorship in LGBTQ+ studies. (Wimberly & Battle, 2015)

Results and Findings Concerning LGBTQ+ Media Representation

In our survey, five of the eight students encountered LGBTQ+ representations in media. The

answers state that representation is prominent in indie animations, TV shows, and video games.

It is one thing to note that among the five that said that they have encountered representation in

the media, one said a particular show that piqued our interest. One of the answers stated a show

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called” Family Guy” as a show that represented/displayed the LGBTQ+ community. Family Guy

is a hit adult cartoon show that is very popular and known for poking fun at certain groups,

including the LGBTQ+ community. It highlights the stereotypes associated with it and highlights

hate towards the community. Although it is, in fact, a comedy adult show, and is adored by many

members of the LGBTQ+ community, this is an interesting show to put in terms of”

representation.” This person believes that this show does good representing the LGBTQ+

community. If it is not obvious by now, this show is not a good representation of the community

itself but only applies to a handful of people and it is not clear whether this person supports hate

towards the LGBTQ+ community or is an ally. Regardless, it is still an interesting choice.

Other shows that are mentioned like ’Steven Universe,’ ’Bohemian Rhapsody,’ The ’Spider-

Verse’ franchise, and ’Blue is The Warmest Color’ do good in representing the community. It

also helps people be more aware of it since most of these shows mentioned above are extremely

popular around the world. It is one thing to note that throughout the years, increased appearances

of LGBTQ+ started to appear in media. Whether or not it is a good thing is certainly a subjective

thing, some people hate it and some people are not even members of the community sometimes.

In other words, we do not want to overpower the media and shove the LGBTQ+ community into

everyone is faces to the point that no straight characters are involved. Although, it is a good thing

that they are getting represented, just maybe not obnoxiously much.

Discussion

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We got the expected results, although we are missing some information about LGBTQ+ research

because none of the participants had conducted prior research on LGBTQ+ issues. And regarding

LGBTQ+ topics in schools, there were no sex education or reproductive health topics mentioned

by the participants; three of the four students who received LGBTQ+ education learned about the

SOGIE equality bill, while the other one only learned about several societal issues that plauged

the LGBTQ+ community. One of the participants inputted their response on the challenges in

LGBTQ+ research, despite lacking prior LGBTQ+ research experience, mentioning how bias

and censorship can hinder efficient research on LGBTQ+ issues and even sexuality issues in

general. In LGBTQ+ media representation, we highlighted bad representation from shows like

‘Family Guy’ and good representation from movies and series ‘Steven Universe’, ’Bohemian

Rhapsody’, The ’Spider-Verse’ franchise, ‘The Last of Us’ and ’Blue is The Warmest Color.’

And as previously stated, LGBTQ+ representation in media is proliferating and, in many

instances, improving, with some foregoing the outdated stereotypes.

We managed to get collect information on the kinds of LGBTQ+ topics taught in schools, which

we can tell are all topics from Social Studies, covering the history, subfacets, and issues of

politics, economics, etc. This, unfortunately, does not include the history of LGBTQ+

individuals from the pre-colonial era and from other world cultures. The three participants

mentioned the SOGIE Equality bill, which was created for the protection of LGBTQ+

individuals against any form of discrimination. Though it will take about two decades before it

was refiled through the 19th Congress, and during that time, 18 bills were filed in the House of

Representatives and 15 were filed in the Senate. (Laza, 2020) The societal issues Participant 6

mentioned could be, again, referring to the prejudice and discrimination surrounding the

LGBTQ+ community, including Christianity’s condemnation of homosexuality. When it comes

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to the other four partipants who did not learn any LGBTQ+ topics from their previous schools,

only two managed to provide adequate information. Participant 2 mentioned that they learned

LGBTQ+ topics on social media only, while Participant 3 stated that their school disallowed the

teaching of LGBTQ topics which might also apply to the other three participants. To us, this

indicates that while more LGBTQ+ topics are being taught in schools, some of the schools are

still lacking LGBTQ+ education as part of their curriculum. None of the participants encountered

lessons that contradicted their positive views on LGBTQ+ individuals, except Participant 5, who

encountered religious lessons that contradicted his own stance on LGBTQ+ individuals.

Otherwise, LGBTQ+ education is slowly, but surely, expanding to other schools and into other

topics, or at least, that is what it seems from our responses.

Discussing LGBTQ+ representation, our participants were exposed mostly to good LGBTQ+

representation, which includes a kids show. Children’s media used to be more restrictive on sorts

of content depicted, including LGBTQ+ themes. Previously, creators had to resort to queer

coding for a more subtle approach to including LGBTQ+ themes, and in more mature media,

LGBTQ+ characters villainized and/or punished to conform to the Hayes Code, which in all

cases inadvertently perpetrated existing stereotypes surrounding LGBTQ+ individuals. (Wells,

2014) (Ward, 2024) Nowadays, LGBTQ+ representation is increasingly becoming more

widespread, both in the print and digital media. As proven with ‘Family Guy,’ bad representation

exists in contemporary media, perpetrating stereotypes and reducing queer characters to said

stereotypes among other shallow character traits. However, with societal progress and

inclusivity, good representation is spreading in the media landscape, depicting LGBTQ+

characters as complex individuals and telling stories depicting daily lives of LGBTQ+

individuals.

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Our research would have yielded more responses from students and teachers, where such

responses will be properly worded, where lessons and opinions were made clear by the

respondents, among other things.

CONCLUSION

The LGBTQ+ community is one of the minorities that fight for equality. Throughout the

decades, they have been discriminated against for their beliefs and sexuality. Right now, they

continue to push for equality and inclusivity in the world we all live in. Their representation in

media and education has varied, media would sometimes depict them in a stereotypical manner,

or sometimes be properly executed with the help of people from the LGBTQ+ Community.

Education on the other hand is sometimes restrictive, as some schools would still choose to censor

any form of LGBT related topics. This ongoing struggle encompasses various aspects in life, from

legal rights to societal acceptance. Despite progress in some areas, obstacles persist; including

systematic biases, being used to old norms, and even stubbornness. On the other hand,

improvement on the treatment towards the LGBTQ+ community is ongoing, and sooner or later

we’ll see a beautiful world where nobody is being discriminated by their own gender identity

anymore.

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RECOMMENDATIONS

Recommendations for Future Research

To future researchers, we recommend doing this type of study (or something similar) on a much

larger sample. As of doing this study, we are students working online, and we are limited in

getting the information we need. Therefore, conducting a study like this with a mix of interviews

and surveys is what we believe the best option.

Recommendations for Practice

If you do have any time constraints, disseminate the survey as early as possible. That way, it is

possible for you to get the specific sample that you need and maybe a little bit more than the

sample you expected. We also recommend adding more quesitons, as ours is very limited but

keep everything specific.

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