Date of Completion

2025

Document Type

Research Project

Degree Name

Grade 12

Keywords

Academic Excellence; Self-Acceptance; LGBTQIA+ Students; Minority Stress Theory; Qualitative Phenomenological

Abstract

Academic excellence influences the self-acceptance of LGBTQIA+ senior high school students to their gender identity. This study used a qualitative phenomenological approach to explore the lived experiences of LGBTQIA+ senior high school students on how academic excellence plays a role in their acceptance of their gender identity. In a society where social norms and discrimination often isolates LGBTQIA+ youth, many students use academic excellence as a source of validation and empowerment. Grounded in minority stress theory, academic achievements such as honors, awards, and leadership roles are used as resilience tools to cope with societal stigma. Findings revealed that academic excellence provides confidence, self acceptance and visibility, yet also brings pressure and conditional acceptance from the society. These insights imply that the society must go beyond recognizing grades and create inclusive environments that affirm LGBTQIA+ students' identities unconditionally. Therefore, this study recommends parent education programs, stronger Gender and Development (GAD) initiatives, LGBTQIA+ counseling, inclusive curricula, and future research on parental perspectives to strengthen unconditional support on LGBTQIA+ students.

First Advisor

Nikka Mae R. Mojica, LPT

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