I. Research Title
Dismantling ‘Straight’ Bias: Determining the Effects of Heteronormativity on LGBTQ+ Senior High School Students’ Views about Sex and Sexuality
II. Background of the Study
Sex and sexuality have always been clearly defined in a heterosexual lens. In particular, the most accepted definition of sex involves the penetration of a vagina by a penis during intercourse (Adereyko, 2020). Sexuality also has been assumed or defaulted as heterosexual in nature. In a study by Eliason (1995), accounts of heterosexual women about sexual identity and gender had themes of religious influence, societal precept, and gender binary determining their sexuality.
Contrary to these conceptions, there are no absolute definitions of sexuality (Goettsch, 1989). Similarly, in a study by Peterson and Muehlenhard (2007), numerous accounts disclosed unclear definitions of sex and the experience itself is often shaped by applying labels.
These blurred areas in sex and sexuality can be linked to heteronormative culture. Taken from the study of Toorn et al. (2020), prejudice perpetuated by this ideology leads to stigmatization and denial of non-heterosexual experiences which include expression of sexuality and sex. Heterosexual and binary assumptions are deeply ingrained in social, legal, economic, political, educational, and religious settings that influences society.
In relation to this, adolescents (including LGBTQ+ teenagers) also share the same struggles with heteronormative structures. Linville (2009) wrote, students who challenge heterosexual and binary standards are often subjected to heterosexist comments, discrimination, and bullying. Moreover, heteronormativity exists in a teenager’s environment and upbringing. Upbringings such as childhood education is heavily constructed by heterosexual normalization and gendering which affects one’s perception of sexuality (Robinson, 2005).
III. Problem Statement
Interpreting sex and sexuality as parts of the human experience must be inclusive to every sexual orientation and gender identity in order to be more thoroughly defined. LGBTQ+ representation in the conversation of sex broadens the perspective in which people view their own sexualities. Consequently, having a balanced narrative on these topics is significant for LGBTQ+ adolescents in forming their views on them. However, ingrained beliefs in gender binary and default heterosexuality that are present in society do not allow inclusivity. They create a gap in knowledge that leaves LGBTQ+ teenagers with heterosexual conceptions which don’t always cater to their experiences.
To narrow the gap of comprehension in sex and sexuality, this study aims to identify the effects of heterosexism, in which unconventional sexual orientations and genders are discriminated, on the viewpoints of LGBTQ+ senior high school students about sex and sexuality to gain further proof that inclusion is a must. The study also highlights non-heterosexual discussions about the definition of sex and sexuality which push representation outside heterosexuality.
a. Research Questions
1. How do influences of heterosexual bias shape the way LGBTQ+ senior high school students define and explore sex and sexuality?
2. How do LGBTQ+ senior high school students define sex and sexuality in their own terms?
3. Do LGBTQ+ senior high school students have different conceptions of sex and sexuality from traditional heterosexual beliefs? If so, how did they end up with that perspective?
4. Where do LGBTQ+ senior high school students obtain/hear heterosexist narratives?
IV. Scope and Delimitation
This research focuses on the effects of heterosexist culture on the views of LGBTQ+ senior high school students about sex & sexuality and how these students define the subject matter. Specifically, it seeks insight on what these students consider as sex and how they view sexuality within the bounds of orientation, sensuality, sexual health, and identity. The research investigates solely on factors built from heteronormativity that effect LGBTQ+ senior high school students’ perspectives. Following a Phenomenological model, the study takes 20 participants among the population of LGBTQ+ students currently enrolled in Las Pinas City National Science High School’s senior high school program. Data gathering is done online through an anonymous survey using Google forms and an interview of 5 randomly chosen participants within the sample group held in the platform of their choice. The research is being conducted within the second semester of the Academic Year 2020-2021.
This research does not cover other external and internal factors that shape the views of LGBTQ+ senior high school students about sex & sexuality in order to isolate the variables needed in the study. The sample size and scope are relatively small because the researcher can only collect data that is readily available and optimal in the context of the Covid-19 pandemic. Interviews are also held online for this very reason. In addition to this, the study focuses on senior high school students alone because their age group is the targeted audience of the research and is in a stage of developing identity which is ideal in yielding complex responses from the participants.
V. Review of Related Literature
a. Definition of Terms
Heteronormativity
It is the assumption that heterosexuality and gender binary is the natural and prevailing orientation (European Institute for Gender Equality, 2009).
Heterosexism
It characterizes the ideological system that discredit and vilify identities, orientations, attributes, and relationships that do not fall under perceived heterosexual standards (Herek, 1990).
Sex
It is an experience shared by two or more people that involves a range of sexual acts. Its definition is loose and ambiguous because of unconventional forms of intimacy (other than coitus) may fall under the context of sex (Adereyko, 2020).
Sexuality
It is a term that covers attitudes, conceptions, opinions, feelings, and experiences on sensuality, sexual orientation, identity, and sexual health (University of Louisville, 2000).
LGBTQ+
It is an acronym that gathers terms to describe one’s sexual orientation or gender identity that do not fall under heterosexuality and gender binary (Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, etc.) (The Lesbian, Gay, Bisexual & Transgender Community Center, 2021).
b. Related Studies
Heteronormativity on LGBTQ+ Students
Institutionally enforced heterosexuality in the daily interactions within schools and their curriculum stigmatizes LGBTQ+ youth. Consequently, this prejudice causes LGBTQ+ students’ well-being to drop. Since academic institutions and peers act as prominent roles in the development of teenagers, it is imperative to deconstruct and understand the effects of heteronormative constructs (Pearson & Wilkinson, 2009). By assessing heteronormativity’s effect on understanding inclusive sexual knowledge, prejudice inflicted upon LGBTQ+ students can be better identified and solved.
To effectively counter implicit and explicit forms of discrimination against LGBTQ+ identities, more research on the root cause heteronormativity and its underlying link to heterosexism and sexism is essential (Toorn et al., 2020).
Education on Non-Heterosexual Views of Sex and Sexuality
According to Clarke et al. (2018), most LGBTQ+ individuals claim that their conception of sexual behavior and sex stemmed from outside sources rather than educational institutions. The study also claimed that restrictive stereotypes negatively affected the youth’s engagement in health and education about sexuality. This stresses the need to prioritize relationships, ambiguity, and fluidity in recognizing LGBTQ+ sense of sexuality.
Elia and Eliason (2010) state that, prevalent abstinence-only-until-marriage sexuality education perpetuates exclusion of LGBTQ+ students. Furthermore, learners are deprived of inclusive knowledge on sexuality, pleasure, and the psychosocial aspects of sex by solely focusing on reproductive biology and negative health risks that exclude education that allows own informed decision-making.
VI. References
- Adereyko, O. (2020, April 7). Sex Definition and Types: What Is Considered Sex? https://flo.health/menstrual-cycle/sex/sex-and-relationships/sex-definition.
- Clarke, K., Cover, R., & Aggleton, P. (2018, June 8). Sex and ambivalence: LGBTQ youth negotiating sexual feelings, desires and attractions. Taylor and Francis Online. https://doi.org/10.1080/19361653.2018.1469449.
- Elia, J. P., & Eliason, M. J. (2010, April 13). Dangerous Omissions: Abstinence-Only-Until-Marriage School-Based Sexuality Education and the Betrayal of LGBTQ Youth. Taylor & Francis. https://www.tandfonline.com/doi/abs/10.1080/15546121003748848.
- Eliason, M. J. (1995, June). Accounts of sexual identity formation in heterosexual students. Sex Roles. https://link.springer.com/article/10.1007%2FBF01560191.
- European Institute for Gender Equality. (2009). heteronormativity. European Institute for Gender Equality. https://eige.europa.eu/thesaurus/terms/1237.
- Goettsch, S. L. (1989). Clarifying basic concepts: Conceptualizing sexuality. Taylor & Francis. https://www.tandfonline.com/doi/abs/10.1080/00224498909551509.
- Herek, G. M. (1990). Definitions: Sexual Prejudice, Homophobia, and Heterosexism. https://psychology.ucdavis.edu/rainbow/html/prej_defn.html.
- The Lesbian, Gay, Bisexual & Transgender Community Center. (2021). Defining LGBTQ. The Lesbian, Gay, Bisexual & Transgender Community Center. https://gaycenter.org/about/lgbtq/.
- Linville, D. (2009). Resisting Regulation: LGBTQ Teens and Discourses of Sexuality and Gender in High Schools . CUNY Academy Works. https://academicworks.cuny.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=2428&context=gc_etds.
- Pearson, J. P., & Wilkinson, L. W. (2009, July 16). School Culture and the Well-Being of Same-Sex-Attracted Youth. SAGE Journals. https://journals.sagepub.com/doi/10.1177/0891243209339913.
- Peterson, Z. D., & Muehlenhard, C. L. (2007). What Is Sex and Why Does It Matter? A Motivational Approach to Exploring Individuals’
- Definitions of Sex. Taylor & Francis. https://www.tandfonline.com/doi/abs/10.1080/00224490701443932.
- Robinson, K. H. (2005, June 1). ‘Queerying’ Gender: Heteronormativity in early Childhood Education – Kerry H. Robinson, 2005. SAGE Journals. https://journals.sagepub.com/doi/abs/10.1177/183693910503000206.
- Toorn, J., Pliskin, R., & Morgenroth, T. (2020, May 12). Not quite over the rainbow: the unrelenting and insidious nature of heteronormative ideology. Current Opinion in Behavioral Sciences. https://www.sciencedirect.com/science/article/pii/S2352154620300383.
- University of Louisville. (2000). What is Sexuality? What is Sexuality? – Health Promotion – a division of Campus Health Services. https://louisville.edu/healthpromotion/elements-of-wellbeing/sexual-health-relationships/what-is-sexuality.
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