Chapter 1

The Problem and Its background

Introduction

In an increasingly diverse society, college institutions face the challenge of

fostering educational environments that are more inclusive and welcoming to all LGBTQ

member-students. Schools play an essential role in enabling students to acquire college

credentials and knowledge, become familiar with the culture, learn about interpersonal

relationships, ideals, standards, and develop survival skills and expertise abilities

(Skovdal and Campbell, 2015. Given that many roles and advantages of education,

college institution environments need to be a protective, stable, inclusive, and pleasant to

all students to maximize learning opportunities for everyone to guarantee that college

institution is a safe zone to everyone.

Regrettably, colleges offering criminology program may not be a safe

environment for LGBTQ member-students, who face discrimination, microaggression,

and maltreatment (Fields and Wotipka, 2020). These experiences lead to challenges and

could have a detrimental effect on LGBTQ member-students’ physical, psychological

and educational wellbeing (Mateo and Williams, 2020; Mallory et al., 2021).

The academic research on the experiences of LGBTQ member-students in the

criminology community presents a bleak picture. Much of the literature positions

LGBTQ member-students as victims, highlighting students' experiences of

discrimination, microaggression, and maltreatment. Despite this dominant negative

portrayal of LGBTQ member-students' experiences, a limited number of recent literature

has emphasized colleges offering criminology program as a negative experience which

provides LGBTQ member-students with fewer opportunity to explore their gender and

sexual identities (Formby, 2015).

For this research, LGBTQ is an acronym that identifies lesbian, gay, bisexual,

transgender, and queer people. Although other sexual and gender minorities are not

explicitly mentioned, the term LGBTQ member-students here represent these individuals

in the criminology community. Some research lists LGBTQ to identify all the groups

captured under the umbrella term. Queer is sometimes used to identify LGBTQ or

LGBTQ+. In this study, the acronym LGBTQ member-students is used to identify all

sexual and gender marginalized in the criminology community.

The study recorded the experiences of LGBTQ member-students in the

criminology community. The participants for this study were selected from Pagadian

Capitol College, Inc. (PCC). The participants were enrolled in a program of Bachelor of

Science in Criminology (BSCRIM). The participants self-identified as LGBTQ member-

students. It was not known prior to the survey if the participants were out or not out in the

criminology community.

This topic is relevant to researchers because of the lack of knowledge about the

LGBTQ member-students in the criminology community. We have made significant

efforts to find articles about challenges encountered by LGBTQ member-students in the

criminology community and have been limited. Research on LGBTQ member-students in

the criminology community is minimal at the criminal justice program but not at other
program a college institution offers, according to several researchers (Leider, 2012). The

current study will help to fill this gap in the literature.

Additionally, no apparent research exist that links LGBTQ intervention program

to any tangible outcomes for LGBTQ member-students in the criminology community.

Such outcomes might include intent to remain at an institution, ability to persist through

challenges, a positive outlook of the student’s future, and a sense of belonging at the

college. For this reason, it is important to determine whether the intervention program of

criminology community are affected by LGBTQ member-students’ engagement, success,

and retention rates.

Background of the Study

A review of the current literature yielded knowledge about the major extent of

discrimination, microaggressions, and maltreatment towards LGBTQ member-students

that exists on criminology community. It is harder to obtain information about the

campus climate for LGBTQ member-students in the criminology community. Data for

the LGBTQ member-student of criminology community are much more limited and

difficult to find in the literature, making obtaining this information more difficult. Several

factors about criminology community, students have resulted in fewer studies of

challenges experienced by LGBTQ member-students in the criminology community.

Found evidence that institutions can be intolerant, unwelcoming, hostile and

homophobic (Taulke-Johnson , 2010). He found evidence of anti-gay sentiments resulting

in LGBTQ member-students modifying their behavior so that their “gayness” did not

have a visible presence in the institution. The homophobic marginalization resulted in

feelings of isolation and psychological distress as well as feeling obliged to educate

individuals in order to change their narratives (Formby, 2015; Keenan, 2015). Although

some students would have preferred “gay-friendly” housing, others did not want to be

segregated into “gay only” accommodation and they wanted their institutions to create

safe, inclusive accommodation for all students (Valentine et al., 2009).

If an LGBTQ club, event, or safe space and safe zone training, the students could

be reluctant to utilize the opportunity to come out in the criminology community

(Hoffshire & Campbell, 2019). Homophobia has caused many LGBTQ member-students

in the criminology community not to self-identify, and thus, it is not as easy to collect

data (Garvey et al., 2015).

According to some researchers, colleges are not doing enough to address their

LGBTQ member-students. The number of safe spaces or Safe Zone training in the

criminology community is displeasing (Taylor, 2018). College institution that

acknowledge their LGBTQ member-students see an increase in retention and decreased

attrition (Kane, 2013). The current literature regarding challenges experienced by

LGBTQ member-students in the criminology community does not offer enough

information for either faculty or staff to understand these students’ complete needs. For

instance, criminology community need to know how to retain their minority populations

(Trimble, 2019). Understanding the LGBTQ member-students fully and meeting their

needs could increase access, enrollment, completion rates, and help retain this set of

sexual and gender minority.

Theoretical Framework

This study used Queer Theory as the conceptual framework. Several insights

from queer theory, can be basis for the intervention program that aims to support a more

expansive understanding of sexual and gender orientation on LGBTQ member-students.

The research question which guides this study was founded in Queer Theory.

Although not specifically a pedagogical approach, queer theory (Sykes, 2011;

Zacko-Smith & Smith, 2010) offers important insights for teachers regarding the

relevance of deconstructing binary paradigms in educational settings, such as an

articulation of the processes that normalize certain groups of people in school and

marginalize others. Queer theory contextualizes instruction as a way to interrupt these

processes. Further, queer theory delineates a knowledge base about Sexual It Takes a

Team: A Framework for LGBTQ-inclusive Leadership and Teaching Orientation and

Gender Identity/Expression (SOGIE) related to the limitations of heterosexism and

heteronormativity. Heterosexism is the belief set that heterosexuals are superior to any

other sexual identity (Robinson & Ferfolja, 2008). Heteronormativity is a social construct

that describes the complex ways heterosexual culture is the norm against which other

identities of sexual orientation and gender identity and expression devalued. (Robinson &

Ferfolja, 2008). Put another way, heteronormativity can be described as “the taken-for-

granted and institutionalized dominance of heterosexuality” (Sykes, 2011, p. 424). It is

the multiple daily ways beliefs and attitudes about heterosexuality are put into social

interactions and practice that reinforce heterosexuality as normal. Additionally, these

frames from queer theory can be used to position the body of background knowledge and

conceptual understanding of the LGBTQ culture as necessary part of professional

reflexivity, a concept introduced in the culturally relevant pedagogy, culturally

responsive teaching, and sustaining pedagogy conceptual frameworks.

Queer theory also contextualizes instruction as a way to interrupt the processes

that normalize and marginalize different groups of people (Watson & Miller, 2012).

Queer theory contributes the concept that teaching pedagogy is an important platform to

instruct students about expansive models of sexual orientation and gender

identity/expression and families, providing ways to interpret, normalize and contextualize

perceived differences amongst people (Zacko-Smith & Smith, 2010). Researchers who

draw on queer theory used a range of vocabulary to describe pedagogies that serve to

interrupt heteronormativity, heterosexism, and the perpetuation of homophobic beliefs

and behaviors (DePalma & Atkinson, 2009). Yet, they share a common of purpose: to

support a pedagogical shift that approaches all students in an assumptionless stance

regarding SOGIE and to begin to re-create what is deemed normal (Zacko-Smith &

Smith, 2010). However, some of these researchers also challenge pedagogies that fail to

explicitly and comprehensively address the entrenchment of heteronormativity.

Conceptual Framework

Challenges experienced by
the LGBTQ member-
students? In terms of:

a. Discrimination Intervention Program

b. Microaggressions
c. Maltreatment

Figure 1

Conceptual Framework
STATEMENT OF THE PROBLEM

This study aims to determine the difficulties encountered by the LGBTQ member-

students in the criminology community; Basis for intervention program.

Specifically, this seeks answers to the following questions.

1. What difficulties were experienced by the LGBTQ member-students? In terms of:

1.1. Discrimination

1.2. Microaggressions

1.3. Maltreatment

2. Is there a significant relationship between the profile of respondents and the effect

of intervention program among LGBTQ member-students in the criminology

community?

3. Based on the study, what intervention plan may be proposed?

To help answer these questions, the researcher developed survey questions that

ask how LGBTQ member-students deal with the challenges they experienced in the

criminology community; and what are the differences between LGBTQ member-students

who had difficulties on the criminology program compared to those students who are

not? Answering these questions aided in understanding what intervention program should

be used by the researchers. Surveying responses from LGBTQ member-students who are

and are not engaged, created a baseline comparison. This helped to determine if it was

useful and relevant to minimize the challenges experienced by the LGBTQ member-
students in the criminology community, or if it was the intervention program in general

that had an impact.

Research Hypotheses

H0: There is no significant difference among the difficulties encountered by LGBTQ

member-students in the criminology community.

Significance of the Study

The researcher decided to conduct this study to find out the results and findings

that would be beneficial primarily to the following:

LGBTQ member-students. The studies provide significant insights into the

experiences and challenges faced by LGBTQ+ students.

School Administrator. The result of the study will give more improvement to the

school of Pagadian Capitol College, Criminology Department. Thus, it will help in

increasing retention rate of LGBTQ member- students.

Instructor. The instructor is the one who guide, motivate, and inspire toward

student’s interest.

Parents. The second teacher of the participant who’ll also guide them to improve

their behavior, character and discipline.

Senior High School Students. Students are the participants of this study where

they are the ones will be affected of the Implementation of Mandatory ROTC.
 Future researchers. The result of the study will help researchers to serve as their

guide to their research about the Implementation of Mandatory ROTC. This will also give

some ideas about how they will manage and overcome struggles or challenges they will

encounter.

As was previously noted, the purpose of this study was to determine the

challenges encountered by LGBTQ member-students in the criminology community:

basis for intervention program. In times of budget crises, institutions of higher education

are seeking ways to minimize costs, while also maximizing student benefits and services.

One result of this phenomenon is that administrators are tasked with eliminating the

difficulties towards LGBTQ member-students that do not yield tangible and purposeful

outcomes. Diversity and inclusion initiatives aside, it may become important for LGBTQ

member-students in the criminology community to provide data that speaks to the

outcomes of intervention even if outcomes are not necessarily indicative of successful

intervention. The purpose of this study was to yield results that address this problem: how

is this intervention benefitting LGBTQ member-students in the criminology community?

Additionally, quantitative research about the experiences and engagement of

LGBTQ students has been all but absent in the literature (Rankin et al, 2013), most of the

literature “on LGBT member-students, however, is not empirical, but rather takes the

form of advice or personal reflections based on experience” (p. 113). Although it is

important to provide a rich narrative about the experiences of LGBTQ students, this study

attempted to bolster the existing narrative with a quantitative analysis in the hopes of

critiquing, improving and, ultimately, increasing LGBTQ services on criminology

program.
Campus Climate

The students in this study discussed how the campus climate either helped or

hindered them. Campus climate includes the deeply held beliefs and values among the

members of a college or university that influence its atmosphere and operations (Chen et

al., 2016; Shen & Tian, 2012). Studying the campus climate of a college is an essential

component of studying the students and faculty. The campus climate influences how

many students behave within the campus (Giamos et al., 2017). Climate is a significant

determinant of attitude, belonging, and student outcomes (Rankin et al., 2010).

Researcher’s Positionality

We want to be transparent and honest with the reason for our choices in this study.

The research areas were chosen to reflect our passions, interests, and a reflection of how

we see ourselves. We are born and raised in Philippines and, as such, identify as Filipino.

The choice of researching challenges encountered by LGBTQ member-students on the

criminology community reflects the intersectionality of who we are as a person. We

identify ourselves as gay, bisexual, lesbian, male and female. We came out of the closet

in different situation in life. We struggled with the coming out process partly because of

our situation at the time and because of our upbringing in home. We know what it is like

to be conflicted with what it felt inside, whose one is attracted to, and the fear of not

understanding why a person has to go through so much pain because we don’t fit the

misconception of the society towards us. It was not easy to find someone to talk to that

understood what we felt and was experiencing. We felt no one could understand what are

experiencing. Coming out on a criminology community is a struggle and coming out to

anyone is not easy. There is a fear of judgment in the process, even if that is not reality.

We chose LGBTQ member-students because we want to hear the stories they have to tell

about their time while in the criminology community, what the criminology community

culture is like today, and if there are still issues identifying as challenges encountered by

LGBTQ member-students in the criminology community. LGBTQ member-students as

the participant it’s because we want to understand our participants and relate to them. The

choices have kept our interest during the writing process and led us to a better experience.

Scope and Delimitations of the Study

There are several limitations to the study design and data collection process which

must be explicitly highlighted. Although the sample size was small and therefore

generalizations to other participants and institutions cannot be made, nonetheless the

study provides rich data which could not have been captured through a qualitative study.

It was never the intention to claim generalisability. Although we acknowledge that

scholars working within the positivist paradigm would criticize the small sample and

question the reliability of our findings, nevertheless we believe that this study makes an

important contribution to quantitative research. The choice of studying lesbian, gay,

bisexual, transgender, and queer member-students in the criminology community was

made because of the lack of research available and our interest. The current study used a

quantitative method for data analysis. The research was conducted with scientific inquiry

to gather rich data from the participants. The survey inquiry occurred in with students

from Pagadian Capitol College, Inc., and stopped once information saturation was

reached. The participants were either part-time or full-time criminology students still in

their program of study. The participants could be out to their family or not out to their
family and friends. The participants self-identified after responding to a survey

questionnaire that was done through a private message on a Messenger Application.

Information from anyone who identified as heterosexual was not included.

Definition of Terms

There are words in this study which need to be defined operationally to obtain a

clear understandable and meaning interpretation on how they used in this study

Ally Any person who empathizes with a marginalized

group in opposing discrimination or harassment. The

person is not normally a member of the marginalized

group (Serano, 2020).

Asexual A person who does not have a sexual attraction to

any gender and does not identify as heterosexual or

homosexual. They can also have low or no sexual

activity (Teut, 2019).

Biphobia Prejudice, fear, or hatred directed towards bisexual

people (Human Rights Campaign, 2020b).

Bisexual A term that captures the spectrum of attraction to

those of the same sex and opposite sex or gender.

Other terms that have been used in place of bisexual

include pansexual, polysexual, multisexual,

omnisexual, queer, or no label (Serano, 2020).

Campus Climate Current attitudes, behaviors and standards, and

practices of employees and students of an institution

(Jacobson et al., 2017).

Cisgender Any individual who identifies with the gender they

were assigned at birth (Yost & Gilmore, 2011).

Cisnormative or Cisnormativy The view that all people are the gender they

were assigned at birth and that their gender identity

is the same as their biological sex (Brown et al.,

2020).

Criminology A scientific study of the nonlegal aspects of crime

and delinquency, including its causes, correction,

and prevention, from the viewpoints of such diverse

disciplines as anthropology, biology, psychology

and psychiatry, economics, sociology, and statistics.

Criminal Justice System The system by which justice is dispensed onto those

who have committed a crime. It includes the crime a

defendant allegedly committed, the law enforcement

officers who arrested him, the court system that

prosecutes and defends him, and how the defendant

is punished if he is convicted.
Demisexual Someone who only has sexual attraction to another

individual after they have a deep relationship

(Mollet & Lackman, 2018).

Discrimination The perceived act of bias against one person based

on a particular criterion.

Gay A male who is sexually attracted only to other males.

Gender Dysphoria A clinical diagnosis causing destress in a person

when a person’s assigned gender at birth is not the

same as the one in which they identify (Human

Rights Campaign, 2020b).

Gender Expression The gender that a person decides to exhibit through

dress, mannerisms, and behavior (Gedro & Mizzi,

2014).

Gender-fluid A person who does not identify with a single fixed

gender (Human Rights Campaign, 2020b).

Identity Gender The subjective sense of one's maleness or femaleness

(Johnson & Wassersug, 2010).

Intervention The act of interfering with the outcome or course

especially of a condition or process (as to prevent

harm or improve functioning).

Gender non-conforming A person who does not conform to society’s rule

regarding dress or actions. The person could present

as a male one day and female the next. Not

associated with a person’s sexuality (Garvey &

Rankin, 2015a).

Genderqueer A relatively new term, sometimes known as non-

binary, does not identify with the binary terms of

masculine or feminine and is considered outside of

the binary (Rankin & Beemyn, 2012).

Harassment Verbal or physical conduct that denigrates or shows

hostility or aversion toward an individual because of

his/her race, color, religion, gender, national origin,

age, or disability, or that of his/her relatives, friends,

or associates (U.S. Equal Employment Opportunity

Commission, 2009).

Heteronormative or Heteronormativity A mindset that only heterosexual

people, experiences, and desires are the norm in

society (Choudhuri & Curley, 2019).

Heterosexism The belief that same-sex attraction and relationships

are not typical in society. It can also include

discrimination against homosexual and gender non-

conforming individuals (Woodford et al., 2013).

Homophobia Is described as the fear, hatred, or intolerance of

sharing space with individuals who are homosexual

(Weinberg, 1972).

Homosexual A person who identifies as only having an attraction

to someone of the same sex.

Intersectionality The oppression and discrimination resulting from the

overlap of various social identities, such as race,

gender, sexuality, or class (Case & Lewis, 2012).

Intersex A person born with reproductive or sexual anatomy

that does not fit strictly male or female

characteristics (Choudhuri & Curley, 2019).

Lesbian A woman who is exclusively attracted to other

women (Human Rights Campaign, 2020b).

LGBTQ Those in a group who identify as lesbian, gay,

bisexual, transgender, or queer. This group is often

grouped because their experiences are similar. The

acronym has increased over time as more

marginalized groups are added. Sometimes it is

listed as LGBTQ+ to include other sexual or gender

minorities (Human Rights Campaign, 2020b).

Microaggressions A term used for brief and commonplace verbal or

nonverbal insults, whether intentional or not, that is

 hostile, derogatory, or negative toward a

marginalized group (Woodford et al., 2013).

Non-binary A person who does not identify exclusively as a man

or woman. The person could identify as both a man

and woman or somewhere in between, or neither.

Non-binary is also used as an umbrella term

encompassing identities such as agender, bigender,

genderqueer, or gender-fluid (Human Rights

Campaign, 2020b).

Out or Outness A term used to describe anyone open about

their sexuality or gender identity. Sometimes

referred to out of the closet.

Pansexual A person who can be sexually, romantically, or

emotionally attracted to someone regardless of sex

or gender identity (Human Rights Campaign,

2020b).

Queer A term that, at one time, was considered slang

towards individuals that are attracted to the same

sex. Today, the term can mean anyone who does not

conform to heteronormative sex or gender roles in

society, a very fluid term (Choudhuri & Curley,

2019).
Queer-spectrum A newer term used in place of LGBTQ+, or sexual

minorities, by researchers to capture sexual

identities and group memberships that have been

targeted as lower status, low visibility, and little to

no power (Garvey & Rankin, 2018).

Queer Theory Defined generally as the lived experiences of those

who do not identify with the traditional categories of

sexuality and gender and identify as lesbian, gay,

bisexual, transgender, or queer (Abes & Kasch,

2007).

Questioning A person who questions their sexuality or assigned

gender (Reis & McCarthy, 2016).

Sexual Identity The way he or she understands his or her sexual

propensity, and usually expresses it with a label such

as heterosexual, gay, lesbian, or bisexual (Diamond,

2003).

Sexual Minority A group of people whose sexual identity differs from

those in the sexual majority. Usually refers to

anyone that identifies as lesbian, gay, bisexual,

transgender, or queer.

Pagadian Capitol College, Inc. (PCC) is a private educational institution

located in an urban area of Pagadian City, province

of Zamboanga del Sur. Where the researchers

conducted their study. An educational institution or

establishment located at Rizal Avenue, Poblacion

Tuburan, Pagadian City, in particular on providing higher

education.
 Chapter 2

Review of Related Literature and Studies

This chapter presents a review of literature related to the various aspects of the

research, synthesis, theoretical framework, conceptual framework, and the research

paradigm of the study.

A community college is a place that mimics the culture in which the college

resides (McGuigan, 2018). Individuals who run colleges that offers criminology program

can use this research to take an inventory of their campus community to improve their

retention efforts. With an absence of literature on LGBTQ member-students on the

criminology community experiences, it is vitally important that these students’

experiences are collected (Dessel et al., 2017). The literature appears to be missing a

whole sexual and gender minority population of individuals and their experiences

(Zamani-Gallaher & Choudhuri, 2016). Much has changed concerning federal and state

laws toward LGBTQ populations since the last significant articles published in 2010

(Ayoub & Garreston, 2017). This study will add to the writings on the experiences of

criminology college students today. Finally, the information contained in this study may

help campus leaders to connect with their LGBTQ populations, increase retention, and

offer a more inclusive campus community.

Theories Across the Disciplines and Fields

 Education researchers also use prevailing theories within their own discipline or

professional field to provide a framework for understanding LGBTQ issues. For example,

some sociologists use cultural capital theory to frame arguments about the effect of the

school culture on LGBTQ students’ well-being (Wilkinson & Pearson, 2009).

Psychologists use various theories to discuss the sexual identity development of children

and youth (D’Augelli, 1996; D’Augelli, Pilkington, & Hershberger, 2002). These

behavioral and social science disciplines often rely on structuralist or intersectional

theoretical approaches to explain LGBTQ issues and guide their research.

According to the researchers, Community colleges need to focus on maintaining

or increasing students as federal and state revenue shrinks. It is suggested that LGBTQ

member-students in the criminology community experiences could also help leaders find

a way to retain LGBTQ member-students (Kolbe and Baker, 2019). This narrative

highlighted how college institutions, either recognize or ignore their LGBTQ students.

LGBTQ member-students enroll in higher numbers in four-year institutions (Taylor,

2015). However, researcher stated, given that the community college campuses enroll

most LGBTQ students, CJE administrators and faculty must understand their students’

needs (Nguyen et al, 2018). Providing shared experiences and support services, faculty,

and staff at criminology program offers the students more than just lecture material

(Hoffshire & Campbell, 2019).

 Chapter 3

METHODOLOGY

The methodology is absolutely needed in any research in order to find the

accurate, and effective research. This chapter presents the description of the research

method used in conducting the study which covers the research design, research

environment, research instrument, data gathering procedure, sampling technique, and

statistical treatment.

Research Design

The researchers used Descriptive-Quantitative method to find out the difficulties

encountered by the LGBTQ member-students in the criminology community. Descriptive

research involves gathering data that describe events and then organizes, tabulates,

depicts, and describes the data collection. It often uses visual aids such as graphs and

charts to aid the reader in understanding the data distribution. Because the human mind

cannot extract full import of a large mass of raw data, descriptive statistics are very

important in reducing the data to manageable form. When in-depth, narrative descriptions

of small numbers of cases involved, the research uses description as a tool to organize

data into patterns that emerge during analysis. Descriptive quantitative method aimed at

finding out “what is," so observational and survey methods are frequently used to

collective data. Three main purposes of research are to describe, explain, and validate
finding that the researchers gathered. Descriptive emerges following creative exploration,

and serves to organize the findings in order to fit them with explanations, and then test or

validate those explanations. It utilize data collection and analysis techniques that yield

reports concerning the measures of central tendency, variation, and correlation. The

combination of descriptive research's characteristic summary and correlational statistics,

along with its focus on specific types of research questions, methods, and outcomes is

what distinguishes it from other research types. This makes the Descriptive-Quantitative

suitable for the study since the researchers interpret the information's rate and describe if

there is a difference among the difficulties encountered in the criminology community of

the respondents. The gathered information serves as the basis of this study and to

interpret data.

Research Environment

This study was conducted at Pagadian Capitol College located in Rizal Avenue,

Tuburan District, Pagadian City, Zamboanga del Sur, which focuses on the difficulties

encountered by LGBTQ member students in the criminology community of 26 LGBTQ

member-students from First Year Level, 37 LGBTQ member-students from Second Year

Level, and 37LGBTQ member- students from Third Year Level, S.Y 2023-2024.

Research Respondents

The participants of this study are selected number of LGBTQ member-students in

the criminology community of Pagadian Capitol College, Inc. (PCC), they were the

chosen participants because this research focuses to the LGBTQ member-students in the

criminology community of Pagadian Capitol College, Inc. (PCC) S.Y. 2023-2024.

Research Instruments

Data Gathering Procedure

In gathering data of this study, the researchers asked permission from the Dean of

the Criminology Department of Pagadian Capitol College Inc. The approved permit was

presented to the research adviser to allow the researchers to facilitate their prepared

questions to the participants. To carry out the administration of instruments, the

participants received enough and clear explanations on what the participants should do

that in fact, clarification questions were allowed to see to it that the participants were able

to accomplish the task rightly. First and foremost, the conduct of this study, the researchers

came up with the title, by the guidance and help from their Criminological Research 1 instructor,

[Link] May De Jesus, and to our Criminological Research adviser, [Link] Fuentevilla. In

order for the researchers to gather important data needed for the completion of the research,

the researchers used online survey-questionnaires/checklist as data gathering instrument. The

online survey-questionnaire/checklist was then formulated. After the formulation of instrument,

a letter addressed to the respondents was made to ask permission for the floating of the survey

questionnaire, noted by the thesis adviser for recommending approval. Upon permission, the

collection of data is done through Facebook and Messenger by the researcher to distribute the

online survey questionnaire to the selected respondents and collected them to perform data

analysis accurately.

Sampling Design and Technique

The sampling technique in this research was simple random sampling. According

to Gay (2012, p.131), random sampling is the process of selecting a sample in such a way
that all individuals in the defined population have an equal and independent chance of

being selected for the sample. The intent of simple random sampling is to choose

individuals to be sample who is representative of the population. So, the researcher use

simple random sampling to choose the sample which means that every LGBTQ member-

students are potential to be chosen as sample.

Statistical Treatment
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