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THE IMPACTS OF PARENTAL GUIDANCE ON STUDENT’S BELIEFS TOWARDS

SEXUAL ORIENTATION IN ACLC COLLEGE OF DAET SY: 2024-2025

A Research
Presented to
The Faculty of the
Senior High School Department
ACLC College of Daet
Daet, Camarines Norte

In Partial Fulfillment of the Requirements for

Inquiries, Investigation and Immersion

By

APOLINARIO, JUDE A.

AVILA, JHON HARVY D.

CAGAS, NICOLE D.

LODONIA, EARL PATRICK C.

MORALES, JON LOUIS B.

PEÑA, LUDILYN F.

SUAREZ, NICK D.

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April 2025

ABSTRACT

Title: The Impacts of Parental Guidance on Student’s Beliefs Towards Sexual Orientation in ACLC
College of Daet SY: 2024-2025

Proponents: Apolinario, Jude A., Avila, Jhon Harvy D., Cagas, Nicole D., Lodonia, Earl Patrick C.,
Morales, Jon Louis B., Peña, Ludilyn F., Suarez, Nick D.

Grade and Section: Grade 12 HUMSS 8-1

Institution: ACLC College of Daet
Instructor: Claire Ann C. Jimenez, LPT

This study, titled "The Impacts of Parental Guidance on Student’s Beliefs Towards Sexual

Orientation in ACLC College of Daet SY: 2024-2025," explores how parental guidance influences

students' beliefs about sexual orientation. The research recognizes the significant role parents play in

shaping their children’s values and attitudes, particularly in a predominantly Catholic society like the

Philippines, where traditional views often clash with evolving perspectives on gender and sexuality.

Using a qualitative narrative inquiry approach, the study involved 50 Senior High School and College

students who identified themselves as members of Lesbian, Gay, Bisexual, Transgender (LGBT)

community. Participants were selected through purposive and fishbowl sampling methods. Data

collection was conducted via qualitative surveys, and thematic analysis was employed to interpret the

findings. This methodology allowed for an in-depth exploration of students’ perceptions of parental

guidance styles, emotional responses, and beliefs regarding sexual orientation. The results reveal that

parental guidance significantly impacts students’ attitudes toward sexual orientation. Positive

reinforcement and open communication foster acceptance and understanding, reducing negative

beliefs and promoting mental well-being. Conversely, negative or restrictive parental attitudes

contribute to internalized prejudice and emotional distress. The findings underscore the importance of

creating supportive environments at home and school to encourage open dialogue about sexuality.

The study recommends interventions aimed at improving parental education on sexual diversity,

enhancing communication between parents and children, and fostering inclusive policies within

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schools. These measures can help bridge gaps in understanding and support LGBT youth in

navigating societal challenges related to their identities.

Keywords: Parental Guidance, Sexual Orientation, Student Beliefs, LGBT

INTRODUCTION

Background of the Study

Everything we will learn is set to begin at home. Understanding how parental

guidance affects students’ beliefs about sexual orientation is essential in today’s society. It is

widely recognized that children’s values, beliefs, and behaviors often start developing at

home. Parents often have a significant influence on their children’s perspectives on various

topics, including sexual diversity. Specifically, positive parental guidance can help children

develop acceptance and understanding of different sexual orientations. In contrast, negative

guidance can lead to prejudice and confusion, which can have harmful effects on youth.

The Philippines is one of the most Catholic countries in Asia, with over 85% of the

population identifying as Catholic (Doerfler, 2022), Pre-colonial Filipino culture was more

accepting of gender non-conformity and queer sexuality, but the arrival of Spanish colonizers

and Catholic missionaries led to the vilification of these practices. This historical shift has

contributed to ongoing challenges faced by lesbian , gay, bisexual, transgender (LGBT)

individuals in reconciling their identities with Catholic teachings (De Guzman, 2022).

Over time, some Catholic parents evolve in their understanding and acceptance of

LGBT issues. This shift often involves moving from traditional views to a more inclusive and

loving stance, especially as they witness the impact of rejection on their child's mental health

(Francis DeBernardo 2013) According to Miller et al. (2020), parents in religious

environments often face challenges in balancing their faith with their child's identity.

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However, many find ways to reconcile these aspects by focusing on the core values of love

and compassion inherent in their faith.

A study by Ryan et al. (2010) found that parental acceptance plays a crucial role in

fostering positive psychological outcomes for LGBT youth. High levels of family acceptance

are linked to increased self-esteem, social support, and improved health. Conversely, low

acceptance levels increase the risk of negative mental health outcomes like depression and

substance abuse. Thus, supportive family behaviors can mitigate the societal stigma and

discrimination that LGBT youth often face.

Moreover, Wilson et al. (2022) highlighted that open discussions of parents between

their children about sex are associated with increased sexual satisfaction and communication

quality in adult relationships. In other words, young adults who experienced better

communication with parents during childhood tend to have more fulfilling sexual

interactions. Consequently, this emphasizes the importance of open dialogues in families to

reduce feelings of shame and guilt related to sexual topics. In a similar vein, Oncu and Unluer

(2012) found that parental education programs often show uneven participation, with 70% of

mothers and only 30% of fathers involved. Fathers’ participation is frequently limited,

possibly due to societal expectations or active discouragement from mothers. Nevertheless,

the study found that both parents displayed positive changes in attitudes towards protective

parenting and discipline following these educational programs.

Furthermore, Dahlke (2022) argues that adolescents’ perspectives on sexual

orientation are significantly shaped by parental communication around sexuality. To be

specific, adolescents who receive positive reinforcement and acceptance from their parents

are less likely to experience anxiety or depression associated with their sexual orientation.

Conversely, negative or rejecting communication may cause internalized stigma and identity

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confusion, further stressing the critical role of parents in shaping their children’s views on

sexual diversity.

In the Philippine context, Tuason et al. (2017) found that parental communication

about sexual topics is generally low among both Filipino and American respondents. This

lack of discussion is influenced by cultural and religious norms that discourage conversations

about sex, making it a sensitive and often avoided topic. Similarly, Brian et al. (n.d.) revealed

that many LGBT individuals in the Philippines encounter bias and discrimination within their

families, communities, and schools, resulting in feelings of isolation and rejection.

Ultimately, Isidro and Meluh (2021) highlighted that traditional gender roles and

religious beliefs significantly shape parents’ attitudes towards sexual orientation in the

Philippines. Supportive and open discussions, particularly from same-sex parents, can foster

acceptance and understanding in children. However, negative attitudes may lead to

internalized prejudices and a lack of acceptance of LGBT identities within a conservative

societal context.

This study aims to know the impacts of parental guidance on students’ beliefs about

sexual orientation, focusing on the students themselves. Specifically, it seeks to explore how

students perceive their parents’ attitudes and ways of discussing these topics. By doing so,

this research hopes to provide insights into creating a more supportive environment at home,

encouraging open communication and acceptance of diverse sexual orientations.

Objectives of the Study

The study aims to identify the demographic profile of the participants to understand

their background and characteristics. As well as the impact of parental guidance on students’

beliefs about sexual orientation by shaping their understanding and attitudes. The research

proposes specific interventions to help guide and support students more effectively.

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Statement of the Problem

The research entitled “The Impacts of Parental Guidance on Student’s Beliefs Toward

Sexual Orientation in ACLC College of Daet School Year 2024-2025” was conducted by

researchers to address the following problems:

1. What is the demographic profile of the participants?

a. Grade/section

b. Gender

c. Age

2. What are the impacts of Parental Guidance on Students Beliefs Toward Sexual

Orientation in terms of:

a. Students’ Views on Parenting Style

b. Students’ Emotional Responses to Parental Guidance on Sexual Orientation

c. Students’ Beliefs Toward Sexual Orientation

3. What interventions can be proposed in the study?

Significance of the Study

This study, under the title “The Impact of Parental Guidance on Student’s Beliefs Toward

Sexual Orientation in ACLC College of Daet School Year 2024-2025,” aimed to assist and be

beneficial to the following:

Students- understanding the impact of parental guidance helps students see how their

beliefs are shaped. It allows them to reflect on their own views about sexual orientation. This

knowledge can also make them more accepting and respectful of different perspectives.

Parents- the study shows how much influence parents have on shaping their

children’s beliefs. It helps parents see the importance of giving guidance without being too

controlling. This can also encourage parents to educate themselves on diverse sexual

orientations.

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Teachers- the research helps teachers understand the family background of their

students. It helps them create a more inclusive classroom environment. Teachers can also find

better ways to support students who may struggle with conflicting beliefs.

School- schools can use the research to build programs that promote respect and

understanding. It helps schools create a safe space for students to express their beliefs. This

also improves the overall school climate.

Administration- school administrators can use the findings to create policies that

respect diversity. It guides them in providing training for teachers and parents. This helps

build a positive and inclusive school culture.

Community- the study helps the communities see the role of family in shaping young

people’s views. It encourages open conversations about sexual orientation. This can lead to

stronger community support for young people.

LGBT Community- The research highlights the challenges and experiences of

LGBT students in relation to parental guidance. It promotes understanding and support for

LGBT youth within families, schools, and communities. This can help create a more

accepting society where LGBT individuals feel safe and respected.

Researchers- the study helps the researcher understand the link between parental

guidance and students’ beliefs. It allows them to identify areas that need more focus, like

communication between parents and students. This research also adds valuable information to

the field of education and family studies.

Future Researchers- future researchers can build on this study to explore other

factors affecting students’ beliefs. They can also use this research as a guide to study different

age groups or cultural backgrounds. It gives a strong foundation for more detailed studies on

parental influence.

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Scope and Delimitation

This study explored the impact of parental guidance on students’ beliefs toward

sexual orientation in ACLC College of Daet for the school year 2024-2025, focusing on

parenting styles, students’ emotional response, and students’ perspectives. Using a qualitative

narrative inquiry approach, data were gathered from a total population of 50 Senior High

School and College students who were members of the LGBT community through purposive

and fishbowl sampling, ensuring fair representation. The study excluded parents, students not

enrolled in this school year, and those from other schools. With 5 participants selected via

fishbowl sampling, data were collected through qualitative surveys and analyzed using

thematic analysis. This research aimed to provide insights into how parental guidance shaped

students’ beliefs, fostering a more open and supportive environment at home and in school.

Definition of Terms

Parental Guidance- Parental guidance shapes children’s beliefs, with positive

support aiding mental health and negative attitudes leading to issues (Ryan et al., 2010). In

this research, it refers to the advice parents give on topics like sexual orientation and how it

influences students’ perspectives.

Sexual Orientation- Sexual orientation is an individual’s pattern of romantic or

sexual attraction (Merriam Webster). While in this research it refers to students’ views about

sexual orientation influenced by parental views.

Guidance Style- A parent’s approach to instructing children, from authoritarian to

permissive (Sarwar, 2016). In this paper it is the method parents use to communicate values

about sexual orientation, whether open or strict.

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Communication- The exchange of ideas and values between people (Wilson et al.,

2022), in this paper it is the way parents discuss topics about sexual orientation with their

children, shaping their views.

LGBT- LGBT stands for Lesbian, Gay, Bisexual, and Transgender, which are

identities based on who someone loves or their gender, which may not fit traditional norms

(Ryan et al., 2010). This study focuses on understanding the sexual orientations and gender

identities of students and how parents influence their beliefs.

SOGIE- SOGIE stands for Sexual Orientation, Gender Identity, and Expression,

which explains how people feel about their gender and who they are attracted to (Wilson et

al., 2022). This research focuses on how students' views about gender and attraction are

influenced by their parents' guidance and support.

Review of Related Literature and Studies

THEME 1: The role of parental communication in shaping beliefs about sexual orientation

In recent years, researchers have increasingly explored how parental communication

about sexual orientation and related topics influences adolescent development, especially

within diverse family structures and cultural settings.

Albon et al. (2022) conducted a quantitative study that examined how parental

communication affects the sexual self-efficacy of Filipino teenagers. The study surveyed

Filipino adolescents and found that open discussions about sexual education were positively

associated with higher levels of sexual self-efficacy. Despite cultural barriers, teens who

experienced open dialogue with their parents felt more confident in managing their sexual

health. The researchers recommend implementing educational programs that promote

healthier and more open conversations between parents and teens.

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Expanding on the Filipino context, Meluh et al. (n.d.) explored the experiences of

teenagers raised by same-sex parents. This study focused on their identity development,

social interactions, and the role of parental guidance during puberty. While challenges such

as communication barriers and societal discrimination were reported, the study also

highlighted positive outcomes, including a supportive family environment that nurtured

acceptance and understanding of gender diversity. The findings emphasize that same-sex

parents play a crucial role in helping teens navigate their sexual identity, showing how family

dynamics and societal attitudes shape their experiences.

Grossman et al. (2018) examined how parental communication about sexual

orientation evolves from middle school through high school. The study found that although

parents became more comfortable discussing these topics as their children aged, many still

reacted negatively when conversations occurred during the high school years. Initially,

parents focused on providing factual information, but as teens showed interest in romantic

relationships, the discussions shifted. However, the actual content of these conversations

changed very little, revealing a potential gap in parents’ understanding of their teens’

evolving needs. The study underscores the importance of adapting communication styles to

better support adolescent development.

Lastly, Watson et al. (2020) explored how parents respond when their child comes out

as LGBT. The study examined the roles of parental attitudes toward sexual minorities,

relational self-esteem, and sex-role stereotypes. Results showed that parents with lower

relational self-esteem were more likely to react negatively, whereas those with higher

relational self-esteem tended to respond with acceptance. This highlights the critical role of

relational self-esteem in promoting understanding and family support during the coming-out

process.

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THEME 2: Parenting styles and their influence on student perspectives

Hakiki et al. (2022) investigated the influence of parenting styles and peer

relationships on students’ sexual orientation, using a sample of 272 vocational school

students. The study found that negative parenting styles, particularly rejection and coercion,

are linked to deviations in sexual orientation, while positive parenting promotes healthier

identity development. Peer attachment also emerged as a significant factor; adolescents who

experienced alienation from their peers were more likely to face challenges with their sexual

orientation. The study recommends supportive parenting and fostering strong peer

relationships to help mitigate these issues.

Mills-Koonce et al. (2018) reviewed the role of parent-child relationships in the

adjustment of LGBT adolescents, especially during the coming-out process. They

emphasized that parental acceptance serves as a protective factor against mental health

challenges, while rejection exacerbates stress and psychological risks. The study highlights

the need for understanding family dynamics through attachment theory and calls for further

research to address the complex experiences of LGBT youth within family systems.

The study of Rabbani et al. (2023) Investigates the relationship between parenting

styles, parents’ attitudes toward children’s gender nonconformity, and the moderating role of

parental education. In the context of Malaysia, where cultural perceptions of gender identity

can significantly influence parenting practices, the research highlights how parents’

educational backgrounds impact their attitudes towards gender nonconformity in their

children. The findings reveal that higher levels of parental education correlate with more

supportive attitudes towards children’s gender nonconformity, suggesting that educated

parents are more likely to adopt egalitarian views that foster acceptance and understanding.

The implications of this study are profound, as they underscore the importance of educating

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parents about gender identity and nonconformity to promote healthier psychological

outcomes for children. By recognizing the influence of their own educational backgrounds on

their parenting styles, parents can better navigate the complexities of gender identity issues.

Furthermore, this research advocates for increased awareness and resources aimed at helping

parents develop more inclusive attitudes, ultimately leading to a more supportive

environment for all children, regardless of their gender expression. As society progresses,

fostering understanding and acceptance can significantly mitigate the psychological distress

often faced by gender nonconforming youth.

Mohd Rafidi et al. (2024) examined how parenting styles, particularly authoritative

parenting, influence the self-identity of secondary school students. Using the Nominal Group

Technique (NGT), parents identified effective strategies that balance warmth and discipline.

Findings revealed that authoritative parenting enhances self-esteem and identity clarity, more

so than permissive or authoritarian styles. The study advocates for educational initiatives that

promote this approach to support adolescent well-being and resilience.

Tadena (2018) explored the impact of parenting styles on students’ gender identity

orientation. The study of 88 students showed a disconnect between students’ perceptions of

their parents as authoritarian and parents’ self-identification as authoritative. Authoritarian

parenting was found to significantly affect gender identity development, suggesting that a

lack of understanding and support may hinder children’s self-acceptance. The research calls

for increased parental awareness of how their behavior shapes their children’s gender identity

and social interactions.

THEME 3: Influence of family and cultural background on beliefs about sexual orientation

Homophobia in the Philippines is deeply rooted in cultural and historical contexts,

with colonialism and the Catholic Church’s conservative interpretations playing significant

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roles in shaping societal attitudes toward the LGBT community (Ildefonso, n.d.). This study

highlights the family as a key social unit that, while often seen as supportive, can also

perpetuate prejudice against LGBT members, affecting their emotional and psychological

well-being. Historical narratives surrounding LGBT identities, particularly for Filipina

lesbians, are often marginalized, leading to a lack of representation and understanding in

contemporary society. The study ultimately calls for a re-evaluation of these historical

influences to foster a more accepting environment for Filipino LGBT individuals.

In addition, Schwartz (2016) underscores the idea that identity, including sexual

orientation, is developed within the family context. Family environments with democratic

dynamics tend to encourage children to explore and express their sexual orientation freely,

while authoritative and patriarchal structures may impose norms that hinder such exploration.

The findings indicate that traditional family roles, particularly in conservative cultures, can

significantly influence children’s beliefs and acceptance of diverse sexual orientations.

Butler (2021) discusses the impact of family rejection on LGBT youth, noting that

rejection often stems from homophobia and fears of stigmatization. For LGBT kids, rejection

is associated with serious emotional and psychological consequences. The study introduces

the concept of relational self-esteem, suggesting that more positive parental reactions may

correlate with higher relational self-esteem among LGBT youth. As attitudes toward LGBT

people evolve, more parents hold accepting views, potentially influencing how they respond

when learning of their child’s sexual orientation.

Barnes and Meyer (2016) address the role of religious and cultural contexts,

particularly within Italian society, where conservative beliefs often conflict with diverse

sexual orientations. Many LGBT individuals experience rejection from religious

communities, leading to internalized homophobia and struggles with self-acceptance. The

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study highlights how cultural expectations tied to religious beliefs can create a significant

conflict between one’s sexual identity and cultural norms, underscoring the complex

challenges faced by LGBT individuals seeking acceptance within traditional settings.

METHODS

Research Design

This study used a qualitative design with narrative inquiry to understand how parental

guidance influenced students’ beliefs on sexual orientation. The researchers conducted

detailed interviews where the participants shared their experiences about how their parents

talked about and guided them on these issues.

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To collect these narratives, instead of traditional interviews, the participants

documented their perspectives on how their parents communicated and guided them on topics

related to sexual orientation. Their written responses were carefully transcribed and analyzed

using thematic analysis, helping the researchers identify recurring themes and patterns in

their beliefs and experiences.

Population and Sampling

Purposive sampling was the method that was used in this study. As a form of non-

probability sampling, purposive sampling involves deliberately selecting participants based

on specific characteristics or criteria relevant to the research. Additionally, this study

incorporated fishbowl sampling to ensure fairness in participant selection. The names of all

50 potential participants who were members of the LGBT community were listed and placed

in a container for random selection. This method provided an equal opportunity for students

to be selected while still allowing for purposive sampling based on specific research criteria.

The inclusion criteria were as follows: 1) Only students who were currently studying

at ACLC College of Daet were considered as participants of this study. 2) Participants had to

be Senior High School and College students, as they were the target population of the study.

3) Students who identify themselves as part of the LGBT community. 4) Participants had to

voluntarily agree to join the study and provide informed consent.

Eligible participants had experienced some form of parental guidance regarding

sexual orientation, enabling them to contribute relevant insights. Additionally, they had the

ability to articulate their thoughts and experiences effectively through qualitative surveys.

Research Instrument

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The researchers utilized qualitative surveys, which sought comments, opinions,

suggestions, and other types of responses that were not as easy to classify and quantify as

numbers. Typically, fewer people were surveyed compared to quantitative surveys, but richer

data was obtained.

Qualitative surveys are a research tool that employs open-ended questions to gather

opinions, experiences, narratives, or accounts from participants. Participants were asked

based on the paper, and they wrote their answers in 3 to 5 sentences, enabling the researchers

to gather detailed and nuanced insights.

Data Gathering Procedure

The researchers sought permission from the school administration to conduct

interviews with the students. Consent was obtained from all participants, ensuring ethical

compliance. The interviews used written open-ended questions to encourage in-depth

responses about how parental guidance influenced their views on sexual orientation, allowing

the participants to share and compare their experiences. All interviews were conducted in a

closed room, with only the researchers and the participants present, ensuring privacy and a

comfortable environment for open sharing.

Data Analysis

The researchers used thematic analysis to analyze the answers, where they looked for

common ideas or patterns in the participants’ responses. The researchers did this in a few

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steps: they read the answers, found key points, grouped ideas, checked themes, and explained

the findings.

RESULTS

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The present study aimed to explore the impact of parental guidance on students'

beliefs about sexual orientation. The qualitative methodology involved conducting a survey

in which students from the LGBT community expressed their thoughts in written sentences to

provide insights on the topic.

In this study, five LGBT students from ACLC College of Daet participated. The

group consisted of three gay students and two bisexual students from ABM, HUMSS, and

BSIT. all of whom were between the ages of 17 and 21 and enrolled in senior high school and

college.

Pseudonym Gender Age Grade/Section

Red Bisexual 18 12-ABM
Orange Gay 17 11-HUMSS
Yellow Gay 17 12-ABM
Green Bisexual 17 12-ABM
Blue Gay 21 College-BSIT

Table 1. Participant demographic characteristics

Theme 1: Parental Control and Gender Expectations

Participants shared experiences where their parents enforced strict gender roles. This

theme reflects how parental control limited students’ freedom in expressing themselves,

particularly in clothing, behavior, and beliefs. Some students mentioned that their parents

reacted negatively when they went against traditional gender norms, leading to feelings of

being judged or misunderstood.

“My parents are strict and believed in traditional gender roles. When I wear

something they think is ‘for boys,’ they get mad and assume I might be LGBTQ. Their

guidance makes me feel like I’m doing something wrong just by being myself.” [Red]

“When I was younger, they said things like ‘pink is for girls,’ and that made me feel

sad and different. It shows how their views shaped how I saw myself.” [Green]

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“My dad’s religious beliefs really shaped my fear of being myself. I’m still trying to

understand if I could have a different belief.” [Blue]

Theme 2: Emotional Responses to Lack of Acceptance

Students reported various emotional reactions to their parents’ guidance, especially

when it lacked understanding or support. The common emotions expressed were sadness,

fear, anxiety, and confusion. Some participants mentioned crying alone, staying silent, or

pretending to agree to avoid conflict.

“I get anxious when I think about the things they say. Sometimes, I cry alone in my

room. It hurts because I feel like they don’t understand me at all. Their words keep

repeating in my head, and I can’t forget them easily, even when I try to ignore them,

the feeling stays with me.” [Red]

“I cry by myself when I feel really sad, I can't talk to them about who I really am. It’s

like there’s a wall between us. I wish I could be honest, but I’m scared of what they’ll

say. So, I stay silent and carry the pain alone.” [Blue]

“I feel confused a lot because of how they act. Sometimes they act like they

understand me. But then they suddenly criticize me again. It makes me feel judged

and unsure of myself. I don’t know what they really think of me anymore.” [Green]

Theme 3: Silence and Fear of Rejection

Several participants said they often stayed quiet about their thoughts and feelings to

avoid rejection or judgment. Some felt their parents had already decided what was right and

wrong, making it hard to speak openly. This theme shows how silence became a coping

mechanism.

“I try to avoid the topic when it comes up, talking about it feels hard and stressful.

It’s just easier to stay quiet and not say anything. If I speak, I might get judged or

start an argument. So, I stay silent to protect myself.” [Green]

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“I hold back my feelings. I keep quiet because I’m afraid they won’t accept what I

really think.” [Orange]

“I feel rejected before I even speak. It’s like they’ve already decided what’s right and

wrong. That makes me feel like I don’t have a voice.” [Blue]

Theme 4: Support and Open Communication

Some participants described having supportive and understanding parents who

allowed open discussions and respected their identities. These students felt safe and confident

when talking about sexual orientation and gender, and they appreciated the acceptance they

received at home.

“I can share my thoughts freely. They listen without judgment, which makes me feel

safe and heard.” [Yellow]

“Yes, I feel completely supported. Their support makes me more confident in who I

am and what I believe.” [Yellow]

“I feel happy and free to be myself around them. Their guidance gives me

confidence.” [Yellow]

Theme 5: Desire for Acceptance and Understanding

Participants expressed a clear desire for acceptance, respect, and understanding from

their parents. They hoped for guidance that would make them feel safe, seen, and supported,

rather than judged. Some believed that better parental support would have helped them grow

with more confidence.

“I want guidance that helps me feel safe to speak and be who I am. I need acceptance

and understanding, not judgment.” [Red]

“We need a support system that includes love and understanding. That would help

students feel more open to learning about sexual orientation.” [Orange]

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“I think with better support, I would have understood myself earlier and felt less

afraid.” [Green]

Theme 6: Suggested Interventions for Awareness and Acceptance

Participants offered various suggestions for addressing the issue through education,

self-awareness, and open discussion. Their recommendations focused on increasing

understanding of sexual orientation through learning, exposure, and self-acceptance. These

are their responses:

“Study and research more about sexual orientation because I believe it will help you

discover more about yourself.” [Orange]

“Invite LGBT individuals or experts to share their experiences and insights.” [Red]

“I think we need to normalize loving ourselves and accepting who we are. We also

need to help others understand our sexual orientations and stop relying too much on

religious beliefs when judging others.” [Blue]

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DISCUSSION

This study explored how parental guidance impacts students’ beliefs toward sexual

orientation, particularly among students at ACLC College of Daet. By exploring their

experiences, the research uncovered how parenting styles, whether strict, indifferent, or

supportive—significantly shape students’ emotional responses and their ability to express

their identities. These findings directly address the research problem and objectives,

especially in showing how students’ understanding and attitudes are shaped by the kind of

guidance they receive at home.

One key insight that emerged is the role of parental control in shaping students’

understanding of gender and sexual identity. Some participants described how their parents

imposed rigid gender expectations, which influenced their self-expression and made them

feel judged. This supports the findings of Bos and Gartrell (2010), who emphasized that the

family environment plays a significant role in shaping a child’s self-concept and perception

of identity. Parents’ enforcement of traditional gender norms often discourages open

conversations about sexual orientation and can lead to internalized stigma (Ryan, Russell,

Huebner, Diaz, & Sanchez, 2010). The theory of gender schema by Bem (1981) is also

relevant here, suggesting that children internalize gendered behaviors based on what they

observe and are taught by their parents. When these schemas are enforced strictly, it can lead

to confusion and emotional distress among those who do not conform to these expectations.

Another important finding is the emotional toll that parental rejection or lack of

acceptance has on LGBT youth. Participants shared stories of crying alone, feeling anxious,

and fearing rejection. These experiences align with the Minority Stress Theory, which

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explains how stigma, prejudice, and discrimination create a hostile and stressful environment

for minority groups, leading to adverse mental health outcomes (Meyer, 2003). The

emotional responses of sadness, anxiety, and fear reflect the psychological effects of parental

rejection, a pattern also discussed by Rosario, Schrimshaw, and Hunter (2011), who found

that negative parental reactions were associated with higher levels of depression and anxiety

among LGBT youth. In contrast, when LGBT students received acceptance and

understanding from their parents, they felt more confident and mentally stable. This aligns

with the work of Eisenberg and Resnick (2006), who emphasized that parental support acts as

a protective factor, reducing psychological distress in adolescents and promoting resilience.

The theme of silence and fear of rejection was also prevalent in the study. Many

participants remained quiet about their identity to avoid conflict or judgment. This aligns with

the findings of D’Amico et al. (2015), who noted that LGBT adolescents often hide their

identity within unsupportive family environments to preserve relationships and avoid

confrontation. According to Bowlby’s Attachment Theory (1969), secure attachments are

formed when children feel safe and accepted. When parents are unaccepting, children may

develop insecure attachments, leading them to suppress their true selves and avoid emotional

closeness with their parents.

On the other hand, participants who experienced open communication and support

from their parents described feeling safe, confident, and accepted. Snapp et al. (2015), who

emphasized that supportive parental guidance leads to better academic performance,

emotional stability, and healthier beliefs about identity among LGBT youth. Open

communication also fosters a more inclusive family dynamic, which has been shown to

reduce risky behaviors and increase self-esteem (Doty, Willoughby, Lindahl, & Malik, 2010).

The participants’ desire for acceptance and understanding from their parents is a

powerful finding. It highlights the need for family-based interventions and educational

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programs that promote awareness of diverse sexual orientations. According to Puckett et al.

(2015), when parents are educated about LGBT issues, they are more likely to respond with

empathy and acceptance, creating a safer home environment. These findings suggest that

parental guidance should not only enforce discipline but also foster empathy, open-

mindedness, and emotional safety for youth navigating their sexual identities.

Finally, participants suggested interventions focused on increasing awareness and

understanding of sexual orientation through education, storytelling, and fostering self-

acceptance. They emphasized the need to study sexual orientation to support self-discovery

and personal growth. According to Grzanka (2020), inclusive education on gender and

sexuality helps individuals critically reflect on identity and social norms, promoting

acceptance. Some participants recommended inviting LGBT individuals or experts to share

their experiences, which aligns with Kosciw et al. (2018), who found that exposure to real-

life LGBT stories reduces prejudice and increases empathy. Others advocated for normalizing

self-love and reducing judgment rooted in rigid religious beliefs. Wilcox (2020) supports this

by noting that when religious teachings are used to reject non-heteronormative identities, they

can lead to shame and isolation. These insights highlight the need for compassionate,

inclusive interventions that create safe spaces for students to explore and express their

identities freely.

Implications

The implications of this study suggest that there is a critical need for interventions that

promote open dialogue and awareness among parents. Schools and communities can play a

role in bridging the gap between students and their families by organizing parent education

programs, workshops, and counseling sessions. These would help parents understand diverse

identities and provide the support their children need.

Limitations

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This study involved only five participants, all of whom identif ied themselves as LGBT.

While their stories were rich in detail and emotion, the small sample size means the findings

may not represent the wider student population. The participants also came from a single

institution, which limits the generalizability of the results to students from other schools with

different cultural or social backgrounds.

Despite these limitations, the study provides meaningful insights into how parental

guidance shapes the emotional well-being and identity of LGBT students. It highlights the

importance of parental support in helping students develop a healthy understanding of

themselves and others, particularly in relation to sexual orientation.

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CONCLUSION AND RECOMMENDATIONS

Conclusion

This study identified the demographic profile of five LGBT student participants from

ACLC College of Daet, age ranging from 17 to 21, including three gay and two bisexual

individuals from the ABM, HUMSS, and BSIT program and strands. The findings showed

that parental guidance has a strong impact on students’ beliefs toward sexual orientation. In

terms of parenting style, strict and traditional parents often enforced gender roles that limited

students’ self-expression. Regarding emotional response, many students reported sadness,

fear, and anxiety due to a lack of acceptance. In terms of beliefs, students raised in less

accepting homes tended to struggle more with understanding and expressing their identity.

However, students with supportive and communicative parents felt more confident, accepted,

and open about their sexual orientation. Based on these findings, the study proposes

interventions such as promoting parental awareness on sexual orien tation, encouraging open

dialogue at home, and providing school-based support programs to foster safe and inclusive

environments for LGBT students.

Recommendations

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Based on the study “The Impact of Parental Guidance on Student’s Beliefs Toward

Sexual Orientation in ACLC College of Daet School Year 2024-2025” future researchers are

encouraged to involve more diverse participants and explore other influencing factors such as

peer pressure, and school environment. Schools should implement inclusive programs and

train teachers to support students facing identity struggles, while also providing mental health

resources. Parents are encouraged to attend seminars to better understand sexual orientation

and create open, judgment-free communication at home. Administrators should establish

clear anti-discrimination policies and partner with experts to support inclusive practices.

Lastly, community groups and LGBT advocates should lead awareness campaigns and

provide safe spaces for dialogue to promote acceptance and reduce stigma.

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APPENDIX

Qualitative Survey on the Impact of Parental Guidance on Students’ Beliefs Toward Sexual
Orientation

Name (Optional)___________________________________________________________ Age____

Gender___________________________Grade/Section____________________________________
Instructions:
Please answer the following questions honestly and in detail. Write your answers in the language you
are most comfortable with, construct your answer in 3 to 5 sentences for each question. Your
responses will remain confidential and will only be used for this study.

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A. Students’ Views on Parenting Style

1. How do your parents guide you (e.g., strict, open, or easygoing)? Give examples of how they
guide you in your decisions.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
2. How do your parents’ values affect what they teach you about sexual orientation? Share
specific examples.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
3. What happens when you share your thoughts about sexual orientation that are different from
theirs? Describe the reaction and how it makes you feel.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
4. Do you feel supported by your parents when talking about sexual orientation? Why or why
not? Explain the situation.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

5. What kind of guidance do you think would help you understand sexual orientation better?
Provide details on what you would like to happen.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

B. Students’ Emotional Responses to Parental Guidance on Sexual Orientation

1. How do you feel when your parents talk about sexual orientation? Describe it.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
2. Have your parents’ opinions on sexual orientation ever made you feel confused or conflicted?
Explain it.

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
3. Do you think your parents’ guidance helps you feel more confident in your beliefs about
sexual orientation? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
4. How do you react when your parents express their views on sexual orientation?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
5. What emotions do you experience when your beliefs about sexual orientation differ from your
parents' beliefs?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

C. Students’ Beliefs Toward Sexual Orientation

1. How have your parents affected your beliefs about sexual orientation? Share a story or
example to explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

2. What do you think shapes your beliefs about sexual orientation the most? Explain why this is
important to you.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
3. Have your beliefs about sexual orientation changed? Please share what caused it and how it
happened.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
_____________________________________________
4. How do your beliefs about sexual orientation affect how you treat people from the LGBT
community? Describe a situation where this happened.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
5. What do you want to learn more about sexual orientation? Explain why this knowledge is
important to you.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

What support/recommendation do you think is needed by the students for better understanding
about sexual orientation? Please specify:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________

Thank you for your participation! Your responses will help us better understand this important
topic.

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