ABSTRACT
This qualitative research design using in-depth Interview aimed to find out the LGBTQ involvement in sociocultural and academic activities and its implication to the Department of Education (DepEd) programs, projects and activities. Ten (10) teaching and non-teaching DepEd personnel who are members of LGBTQ family were the respondents of the study and were subjected to in-depth Interview. The study revealed that LGBTQ community are more inclined in Sports, Beauty Pageants, Literary and Musical Contest, School Related Activities, Field Trips and Festivals. However, they are less involved in academic activity as they are only involved in Quiz Bee contest. The results of this study also revealed that LGBTQ teachers are inclined to perform in different programs, projects and activities of DepEd. However, other LBTQ members are hesitant to show their fullest talent and real personality because they feel that they are not yet welcomed in the DepEd family.
Keywords: LGBTQ, SocioCultural and Academic Activities, Department of Education Programs, Projects and Activities
Introduction
Background of the Study
In the past, members of the Lesbian, Gays, Bisexual, Transgender, and Queer (LGBTQ) struggled as they face criticisms from other members of the community. Sexuality is among the biggest, issues that divide even the Catholic Church. Traditionally, the religion of Christianity promotes heterosexuality and does not advocate for acceptance of homosexuality or bisexuality (Nkosi & Masson, 2017).
The debate whether homosexuality is a sinful act in the eyes of the Lord has been continuing on for centuries a debate that does not appear to be drawing to any definitive conclusion in the near future. The pairing of these two aspects has often led to conflict for homosexuals who practice Christianity (Rodriguez and Ouellette 2000, 333).
Broader changes in society have driven some of the greater recognition of LGBTQ rights, such as more equitable relations between genders, the rights revolution generally and the greater respect for individual autonomy (Roth, 2015).
As the LGBTQ community is historically misrepresented and discriminated against, it is vitally important for teachers to understand LGBTQ students' rights and is able to identify biased or judgmental behavior. Because LGBTQ individuals still do not fully enjoy the same rights and privileges of their straight counterparts, it's equally important to understand prejudices within the law and provide advocacy for the advancement of their rights (Page, 2017).
There were even instances when LGBTQ people were made to sign contracts to ensure that they did not express their sexual orientation or gender identity, an imposition on one's sense of self not required by those whose SOGI conforms to society's expectations.
Despite these challenges in the education sector, there is progress. In May 2012, the Department of Education (DepEd) issued DepEd Order No. 40 (The DepEd Child Protection Policy), which seeks to guarantee the protection of children in schools from any form of violence, abuse or exploitation regardless of SOGI.
There are existing programs in select educational institutions and establishments that touch on gender equality, such as the gender audits done by schools using the Magna Carta for Women, as well as the teaching of gender studies as a subject by some schools.
In many ways the younger generation is much more accepting than their elders (Roth, 2015). The younger generation accepts variations in sexual orientation.
Because of the global support for LGBTQ, the LGBT population gradually coming out, so people suddenly discovered that they had a gay brother or son or neighbor or close colleague, which started shaping public perception and reinforced the social changes.
Members of the LGBTQ became more active in the society. Active participation of the group to different activities, like sports and arts, is evident and many of them excelled in their chosen field.
Despite the success of the LGBTQ rights activism, some continued to judge them. There is still a need to educate people about the group's rights and their contributions to the society.
This study investigated the involvement of DepEd employees who are members of the LBTQ family in sociocultural and academic activities. The researcher is personally aware that there are some members of the LGBTQ who do not want to be exposed even they excel in both sociocultural and academic activities in school. Others are only good in sociocultural activities and set aside their academic obligations as teachers, while others are good in academics and spare little time in sociocultural activities.
Many DepEd officials and employees are members of the LGBTQ but they are hiding these personalities because probably they are hesitant to expose it with the feeling that they might not be accepted in the DepEd system.
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