LGBTQIA+ ACCEPTANCE IN THE COLLEGE OF EDUCATION: IMPLICATIONS FOR GENDER INCLUSIVITY

Abstract

The study attempted to describe the level of acceptance of the LGBTQIA+ community in the College of Education – JRMSU Main, which will serve as the basis for gender inclusivity. A descriptive-quantitative research design was used to determine the significant difference between the levels of acceptance among the LGBTQIA+ community with a standardized survey instrument. The quota sampling method was used with a standardized survey instrument adopted from LGBTQ Inclusivity in Schools: A Self-Assessment Tool by the U.S. Department of Health and Human Services, and 192 respondents were given a questionnaire to answer. The findings of the first statement of belief, assumptions, and biases obtained an average weighted mean of 1.45, which implied a 'great deal.' It indicates that the students in JRMSU are highly inclusive in identifying gender identities. The second set is about using terminology and language. This set obtained an average weighted mean of 1.58, which means 'frequently,' which implies students are highly inclusive when using gender-inclusive language. The third set is about advocacy. The set obtained an average weighted mean of 1.83, which means 'occasionally.' Students are yet moderately inclusive; this means they are still collaborating and working with others to do the same to reach the goal of inclusivity. Moreover, the test of a significant difference in the level of acceptance of the LGBTQIA+ community when analyzed as to the respondents' profile showed that only the course/program rejected the hypothesis. Therefore, age, sex, and year level were not factors in the level of acceptance of the LGBTQIA+ community in the College of Education. It means that programs and policies must seek to reduce vulnerability that could enhance the social status and the rights of the LGBTQIA+ Community inside and outside the school premises.