UPV Digital RepositoryUPV-DRUniversity of the Philippines Visayas
 

Undergraduate Research Project

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14583/29

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    Sexual identity, coming out, and romantic relationships among self-confessed college tomboys and lesbians
    Cabungcal, Kristine Marie C.; Cebrian, Veah Marie P. (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2009-03)
    This study described the sexual identity, coming out, and romantic relationships among self-confessed college tomboys and lesbians. Eight respondents (6 tomboys; 2 lesbians) participated in this study. The tomboys were found to assume more of a masculine role, while lesbians the feminine role. Questionnaires were utilized to describe gender identity and coming out. Also, two Likert types of scales by John Mohr that is Lesbian, Gay and Bisexual Identity Scale and Outness Inventory were used. One-one-one interview with the respondents was also conducted to further substantiate what it is being a tomboy or n.lesbian. Results showed that a greater number of respondents (50%) had experienced sexual identity confusion during their elementary years. The same percentage of respondents also reported that it was at the age of 15 that they first realized that they were homosexuals. All of the respondents are clear of their sexual identity and have fully accepted themselves. The respondents were open to their friends. While open to their friends, they remain to be closeted at home due to the stigma that is attached by their family members to tomboys and lesbians.
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    Disorientation and queering action in distance education: The queer lived experiences of the queer Filipino teacher
    Balensoy, Timoteo C., III (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2022-05)
    Queer studies highlight that beyond the idea of gender and sexuality, queerness branches through a vast field of disciplines and focus, urging scholarly interest towards the queer phenomenological question regarding the peculiar and confusing experiences an individual acquires when occupying a particular space as well as the actions they do in a space. Utilizing Ahmed’s Queer Phenomenology (2006) as the theoretical anchor for this inquiry, this study explored queer lived experiences through the experiences of disorientation and the queering actions of queer Filipino teachers; specifically, the mechanisms, the experiences, and the outcomes as queer Filipino teachers become challenged by the normativity of distance education, and how they addressed the challenges they experienced from the disorientation. Through interviews with eight (8) self-identified queer DepEd High School teachers from the provinces of Antique and Capiz from ages 24 to 42, this study identified that in the context of distance education during the COVID-19 pandemic, queer Filipino teachers experience disorientation through the challenges brought about by norms in the learning setup that prescribes specific actions, practices and strategies to avoid and to prioritize. As they reflect on their disorienting experiences, the queer Filipino teacher recognizes a need to change their perspective and pedagogies to orient themselves in the space of distance education. This leads them to enact queering actions through a pedagogical performance of going beyond what are obligated and expected of them, as informed by their identities as queer people, as teachers, and as queer teachers.