Extent of Acceptability of and Extent of Exposure to Queer Literature of Students: Inputs for Teaching Queer Texts Among Senior High School Students

Abstract

The current state of inclusivity in terms of LGBTQ inclusivity has been dismal especially in a predominantly Catholic and patriarchal country as the Philippines. A prevailing culture of silence and the dominance of heteronormative values have resulted in the marginalization of LGBTQ voices and the lack of LGBTQ-themed materials in schools. This absence contributes to the persistence of stigma, stereotypes, and institutionalized homophobia. With the aim of fostering allyship among students, the study explored the extent of student acceptance of learning LGBTQ literature, the extent of their exposure to such literature, the relationship between acceptance and exposure, and the significant differences in responses based on gender and grade level. The study employed a descriptive-comparative-correlational design, utilizing purposive sampling to gather data from Senior High School students through a researcher-developed instrument. Results revealed that students generally demonstrated a moderate level of both acceptance and exposure to LGBTQ literature. Significant differences were found between LGBTQ and non-LGBTQ respondents, with LGBTQ students showing higher levels of both acceptance and exposure. However, no significant differences were noted between Grade 11 and Grade 12 students. A significant positive correlation was also observed between acceptance and exposure, indicating that increased exposure to LGBTQ-themed literature is associated with greater acceptance. These imply that an increase in access to and integration of LGBTQ literature in the curriculum is imperative to allow students to understand LGBTQ people better, helping counteract heteronormativity and dismantling stereotypes about their members.