8th Article | Volume 01 | Issue 04

SOGIE and Perceptions about LGBTQIA+ Workplace Climate of Science Teachers in the Secondary Schools of Dasmariñas City, Cavite       

John Mark Louie R. Noel

Teacher & SOGIESC Advocate, City of Dasmariñas, Cavite, Philippines                                                                     

Published: November 2023

DOI: https://doi.org/10.17613/hbdq-jh49.



The purpose of the study was to determine the demographic profiles in terms of age, sex, years in teaching, type of school and ethnicity, SOGIE, perception about the workplace climate in terms of the different gender prejudices faced by secondary science teachers at City of Dasmariñas, Cavite; the study aims to identify if there is a significant difference between perceptions of the participants about the gender prejudices when grouped according to demographic profile; determine if there is a substantial relationship between SOGIE and perceptions about the gender prejudices. This study developed an action plan to promote awareness and make schools SOGIE-sensitive; the research design was quantitative, and an online questionnaire was the data-gathering tool. Descriptive statistics used were mean, median, and standard error; the second level was for relational statistics using Chi-square statistics, Mann-Whitney statistics, and Kruskal-Walli’s statistics. The study revealed that most science teachers in Dasmariñas City, Cavite, were female and young professionals. Science teachers at the secondary level have a diverse SOGIE; in addition, there is zero visibility for transgender people and intersex people. Generally, the secondary schools in the City of Dasmariñas, Cavite, are unsafe for people with diverse SOGIE, especially for transgender and intersex people. The study suggests that the action plan proposed in this study should be adopted by schools to address the issues of gender prejudices and to promote awareness of SOGIE

Keywords: SOGIE, gender-based violence, workplace climate, transphobia, intersexism

How to cite:

Noel, J. M. L. (2023). SOGIE and Perceptions about LGBTQIA+ Workplace Climate of Science Teachers in the Secondary Schools of Dasmariñas City, Cavite. International Journal of Multidisciplinary Educational Research and Innovation. 1(4), 106-121. https://doi.org/10.17613/hbdq-jh49.


An Adorable, Accessible Way to Explain a Complicated Concept ». (n.d.). The Gender Bread Person. Retrieved October 24, 2022, from https://www.genderbread.org/

Bello, M. M. (2009). Socio-Demographic and Economic Characteristics as Correlates of Work Attitudes of Elementary School Teachers. Retrieved October 24, 2022, from https://ejournals.ph/article.php?id=7424

Cerezo, A., Cummings, M., Holmes, M., & Williams, C. (2020). Identity as resistance: Identity formation at the intersection of race, gender identity, and sexual orientation. Psychology of Women Quarterly, 44(1), 67–83.

Clarke, V., Ellis, S. J., Peel, E., & Riggs, D. W. (2010). Lesbian, gay, bisexual, trans and queer psychology: An introduction. Cambridge University Press.

Cipolla-Stickles, A. (2014). SOGIE Questionnaire & SOGIE PDSA Instructions for child welfare supervisors. Children & Families Division, Alameda County Social Services. The National Council on Crime & Delinquency, Oakland, CA.

CHED Regional Office 1. (2020, June 9). Sexual Orientation, Gender Identity and Expression (SOGIE): Equality in the Philippines [Video]. YouTube. Retrieved October 24, 2022, from https://www.youtube.com/watch?v=dWl8ZUbTLpo

Children’s Services Council of Broward County. (n.d.). Retrieved October 24, 2022, from https://www.cscbroward.org/sites/default/files/2018- 06/SOGIE+2017+Revision.pdf

Committee on Women, Children, Family Relations and Gender Equality. (2020, December 1). An act prohibiting discrimination, marginalization, and violence committed based on sexual orientation, gender identity, gender expression, and sex characteristics and providing sanctions therefor. Eighteenth congress of the republic of the Philippines Second Regular Session. Retrieved October 24, 2022, from https://legacy.senate.gov.ph/lisdata/3408830843!.pdf

Department of Education. (2017, June 19). DO 32, S. 2017 – GENDER- RESPONSIVE BASIC EDUCATION POLICY. Retrieved October 24, 2022, from https://www.deped.gov.ph/2017/06/29/do-32-s-2017-gender-responsive- basic education-policy/

Esterline, K. (2018). Conceptualizing Outness about Sexual Orientation: Implications for Research and Practice (Doctoral dissertation, University of Kansas).

Fahie, D. (2016). ‘Spectacularly exposed and vulnerable’–how Irish equality legislation subverted the personal and professional security of lesbian, gay, and bisexual teachers. Sexualities, 19(4), 393–411.

Fernandez, H. G. C. Q. (2019). Implications to Student Well-being: A Qualitative Study on Secondary Teachers’ Management of SOGIE Inquiries. Philippine Journal of Social Sciences and Humanities University of the Philippines Visayas, 24, 50-66.

Ford, J. C. (2017). “Very simple. I do not lie”: The role of honesty in Black lesbian K-12 teachers' experiences in the US Southeast. Journal of lesbian studies, 21(4), 391–406.

Gray, E. M., Harris, A., & Jones, T. (2016). Australian LGBTQ teachers, exclusionary spaces, and points of interruption. Sexualities, 19(3), 286–303.

Greytak, E. A., Kosciw, J. G., Villenas, C., & Giga, N. M. (2016). From teasing to torment: School climate revisited. A Survey of US Secondary School Students and Teachers. Gay, Lesbian, and Straight Education Network (GLSEN). 121 West 27th Street, Suite 804, New York, NY 10001.

Henderson, H. (2019). Silence, obligation, and fear in the possible selves of UK LGBT-identified teachers. Gender and Education, 31(7), 849-865.

How common is intersex? | Intersex Society of North America. (n.d.). Retrieved October 24, 2022, from https://isna.org/faq/frequency/

Wright, L., Adams, H., & Bernat, J. (n.d.). Homophobia Test.IDRLabs.com. https://www.idrlabs.com/homophobia/test.php

Hooker, S. D. (2019). Can gay and lesbian educators form authentic relationships in their school communities? Education, Citizenship and Social Justice, 14(1), 82–98. 

Johnston, T. R. (2017). Two steps forward, one step back: The story of LGBT Gen Xers. Generations, 41(3), 93-98.

Juul, T. P., & Repa, T. (1993). A Survey to examine the relationship of the openness of self-identified lesbian, gay male, and bisexual public-school teachers to job stress and job Satisfaction.

Kahn, M., & Gorski, P. C. (2016). The gendered and heterosexist evolution of the teacher exemplar in the United States: Equity implications for LGBTQ and gender nonconforming teachers. International Journal of Multicultural Education, 18(2), 15-38.

Leanillo, M. A. (2021, July 12). Differences between living in the province and the city. Your Guide to the Big City. Retrieved October 24, 2022, from https://villagepipol.com/differences-between-living-in-the-province-and-the-city/

Lee, C. (2020). Courageous leaders: Promoting and supporting diversity in school leadership development. Management in Education, 34(1), 5–15.

Lee, C. (2019). How do lesbian, gay, and bisexual teachers experience UK rural school communities? Social Sciences, 8(9), 249.

Llewellyn, A., & Reynolds, K. (2021). Within and between heteronormativity and diversity: Narratives of LGB teachers and coming and being out in schools. Sex Education, 21(1), 13–26.

Lundin, M. (2016). Homo and bisexual teachers’ ways of relating to the hetero norm. International Journal of Educational Research, pp. 75, 67-75.

Monro, S., Christmann, K., Gibbs, G. R., & Monchuk, L. (2016). Professionally speaking: Challenges to achieving equality for LGBT people.

National Center for Transgender Equality. (2018, October 05). Understanding Non-Binary People: How to Be Respectful and Supportive. https://transequality.org/.../understanding-non-binary... respectful-and-supportive

Neary, A., Gray, B., & O’Sullivan, M. (2018). Lesbian, gay and bisexual teachers’ negotiations of civil partnership and schools: Ambivalent attachments to religion and secularism. Discourse: Studies in the Cultural Politics of Education, 39(3), 434–447.

Office of Youth Engagement. (2011, August). A plan to create an inclusive school community. District of Columbia Public Schools. Retrieved October 24, 2022, from https://dcps.dc.gov/sites/default/files/dc/sites/dcps/publication/attachments/DCPS%20LGBTQ%20plan%20final%20August%202011.pdf

Pascoe, C., & Silva, T. (2019). Sexualities in education. In Domina T., Gibbs B., Nunn L., & Penner A. (Eds.), Education and society: An introduction to critical issues in the sociology of education (pp. 81-95). Oakland, California: University of California Press. Retrieved April 2, 2020, from www.jstor.org/stable/j.ctvpb3wn0.10

PCWgovph. (2022, April 5). GAD Webinar Series 2022: Webinar 1 - Introduction to GAD Concepts and SOGIESC [Video]. YouTube. Retrieved October 24, 2022, from https://www.youtube.com/watch?v=TMAfbl47TQo

PRIVATE SCHOOLS are affected by the pandemic - Google Zoeken. (n.d.). Retrieved October 24, 2022, from https://www.google.com/search?q=PRIVATE+SCHOOLS+are+affected+by+pandemic+pdf

Pennell, S. (2017). Training secondary teachers to support LGBTQ students: Practical applications from theory and research. The High School Journal, 101(1), 62–72. Retrieved April 2, 2020, from www.jstor.org/stable/90024226

Respecting pronouns in the classroom. (n.d.). Penn GSE. Retrieved October 24, 2022, from https://www.gse.upenn.edu/news/educators-playbook/erin-cross-pronouns-gender-identity

Rumens, N. (2016). Towards queering the business school: A research agenda for advancing lesbian, gay, bisexual and trans perspectives and issues. Gender, Work & Organization, 23(1), 36–51.

Symeonidis, V. (2015, March). The status of teachers and the teaching profession: A study of education unions’ perspectives. Education International Research Institute, ISBN 978-92-95100-88-6. https://www.ei-ie.org/file/384

Stones, S., & Glazzard, J. (2019). Using minority stress theory as a conceptual lens to frame the experiences of teachers who identify as LGBTQ+. International Journal of Learning, Teaching and Educational Research, 18(7), 1-15.

Smith, N. J., Wright, T., Reilly, C., & Esposito, J. (2008). A National Study of LGBT Educators' Perceptions of Their Workplace Climate. Online Submission.

Tang, X., & Poudel, A. N. (2018). Exploring challenges and problems faced by LGBT students in the Philippines: A qualitative study. J Public Health Policy Plann. 2018; 2 (3): 9-17. 10 J Public Health Policy Plan 2018 Volume 2 Issue, 3.

Teacher migration from private to public schools is a problem. (2018, June 16). Manila Bulletin. Retrieved October 24, 2022, from https://mb.com.ph/2018/06/16/teacher-migration-from-private-to-public-schools-is-a-problem/

Villegas, A. M., Strom, K., & Lucas, T. (2012). Closing the racial/ethnic gap between students of color and their teachers: An elusive goal. Equity & Excellence in Education, 45(2), 283-301.

Wright, T., Smith, N. J., & Whitney, E. (2019). LGBT Educators' perceptions of safety, support, and implications for equity-oriented school leaders. Journal of Educational Leadership and Policy Studies, 3(2).