Navigating Stigma: A Phenomenological Investigation on the Experiences of College LGBT Students on Gender Stereotypes

Gender stereotyping continues persist even in Higher Educational Institutions. It directly and indirectly influenced the educational experiences of college LGBT students in terms of identity formation and self-expression, interpersonal relationships, psychological well-being, and curricular and extracurricular participation. Related exploration on the achievements and struggles of LGBTQIA+ community in Kalinga State University, Kalinga, Philippines, find no immediate influence on the academic performance of students, but a focused study on the long-term effects of persistent discriminations and minority stress was recommended in order to monitor mental health of LGBTQIA+ students and provide support and prevention measures. In address, this study explored the experiences, struggles, coping strategies, insights, and recommendations regarding gender stereotypes within the academic institution and examined their implications for the development of gender-responsive Guidance and Counseling programs. Anchored on the Gender Minority Stress Theory, the study employed a qualitative phenomenological research design to capture the essence of the lived realities and stories of informants. The eight self-identified college LGBT students were selected through purposive sampling technique, while data were gathered through semi-structured In-depth Interviews and were analyzed through content thematic analysis. Findings revealed that informants commonly experienced gender stereotypes through discriminatory remarks, gender role expectations, appearance-based judgments, biased treatment, and identity invalidation contributing to various struggles, including feelings of being judged, underestimated, pressured, and discriminated against. Despite these struggles, informants demonstrated resilience through self-acceptance, boundary-setting, selective trust, leadership development, and reliance on social support systems, such as peers, family members, and supportive educators, in mitigating the negative effects of gender stereotypes and fostering positive identity development. Also, the informants developed greater awareness of diversity, authenticity, social bias, and the importance of inclusive environments. Based on these findings, informants recommended the implementation of gender sensitivity programs, safe spaces, anti-discrimination initiatives, SOGIE-informed counseling services, and inclusive institutional policies. Thus, creating affirming and gender-responsive educational environments is essential in reducing minority stress and promoting the holistic well-being of college LGBT students. These findings serve as a basis for strengthening Guidance and Counseling programs and developing interventions that foster inclusivity, equity, and support for gender-diverse learners.

Guidance and counseling, college LGBT students, gender stereotypes, phenomenology, lived experiences, gender minority stress, gender responsiveness, higher education, MonCAST

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