10TH RESEARCH FORUM

June 5,2023
University of Saint Anthony
University Research Center

A STUDY ON THE PERCEPTION OF LGBTQ+  ON THE HAIR

P R E S E N T E R : J a v i e r, V i n a O . a n d P a r m a , M a r v i n T.
M E M B E R S :   J a v i e r, V i n a O . a n d P a r m a , M a r v i n T.
COURSE: HUMSS 
D E PA R T M E N T: S e n i o r H i g h S c h o o l D e p a r t m e n t
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BACKGROUND OF THE STUDY
Schools can be defined as institutions that educate students to equip them with skills to prepare them for
life outside the classroom. Beyond this, schools are expected to encourage students' development in
not only their academics, but their relationships, identities, emotional abilities, and general well-being.
With students spending an average of 8-10 hours in school multiple days a week, it is essential that
they grow in an environment that teaches of self-confidence, belonging, and acceptance while also
promoting values of diversity and inclusivity.
However, school policies are heavily constructed on the assumption that everyone is and should be
heterosexual. As a result, lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) students
are restricted from their right to fully express themselves. Due to these restrictive policies, LGBTQ
students have reported similar experiences of direct negative consequences to their performance and
well-being. Moreover, previous research has indicated how school policies, specifically dress codes,
push for traditional, restrictive views of gender and sexuality. Instead of schools creating a safe and
welcoming environment for all students, LGBTQ youth are discriminated against and forced to conform
to stereotyped views of gender and sexuality. 
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PURPOSE OF THE STUDY
The researchers conducted this study to address how counterproductive it is for schools
to say they respect and treat all students equally, while still taking away the right to
self-expression from LGBTQ+ students through such school policies and dress codes.
Moreover, the purpose of this study is to assess how dress codes and hair policies
affect gender expression and its underlying impacts on the LGBTQ+ students,
specifically the Senior High school students of the LGBTQ+ community at the
University of Saint Anthony. The researchers also aim to identify whether these
policies affect the performance, confidence, and overall well-being of the LGBTQ+
students and provide subsequent policies that will cater to the findings of the study.
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STATEMENT OF THE PROBLEM
This work specifically sought answers to the following questions:​
1. Why is self-expression essential to queer students? ​
2. How do the existing policies abridge the freedom of self-expression of
LGBTQ+    students?​
3. How do restrictions on forms of expression affect students?​
4. Will imposing lighter restrictions boost the confidence and performance of
queer students?​
5. What subsequent policies should be made to cater to the findings of the
study?
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THEORETICAL FRAMEWORK
The first theory is the Stage-Environment Fit Theory proposed by Jacquelynne Eccles et al. in 1989. This
theory is a variation of the Person-Environment (PE) Fit theory that stemmed from Frank Parsons in 1909
and was further explained by M. Powell Lawton in 1983. The Stage-Environment Fit theory utilizes
Lawton's ideas and demonstrates them in the school context. It explains how students accomplish more
when the environment meets their developmental and social needs. It also affirms that optimal
development in students occur when there is a satisfactory stage-environment fit between their needs
and the opportunities they can gain in their environment. If the school environment restricts students
and does not meet these psychological requirements for their growth, negative motivational, emotional,
and mental consequences are expected to happen.
The second theory used is the Minority Stress Theory developed by Ilan Meyer in 2013. This theory is an
elaboration of the Social Stress Theory under the Stress Theory founded in 1907 by Hans Selye.
Meyer illustrates how minority stress processes are unique to queer populations. He notes how stressors
limited to minority groups, such as prejudice events, damage their psychological health because of the
message of rejection it conveys. When these prejudice-related stressors accumulate over time, these
minority groups become more prone to mental illnesses and long-term stress. 
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The third theory is the Gender and Development Theory formulated by the
researchers. In this theory, more emphasis is given to self-identity and self-
expression in terms of gender orientation as a key factor in personal development.
Whereas, for an individual to become fully personally developed, they must first
come to terms with their gender identity. For that to happen, every individual in
their years of development, which is mostly spent in school, should be given an
avenue to express themselves truly and fully without any restrictions, especially if
it does not impede on the beliefs or rights of other individuals. This theory utilizes
Abraham Maslow's Hierarchy of needs (1987) where self-actualization lies on top
of the pyramid. The Gender and Development theory further states that to
fully reach the process of self-actualization, an individual must be given the
chance to connect with their true self and express it without being bound to social
or cultural norms.
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RESEARCH PARADIGM
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RESEARCH METHODOLOGY
• Research Design: The researchers used a qualitative research
design, specifically a case study.
• Respondents: The respondents of this study are limited to
ten (10) students of the LGBTQ+ community enrolled at the
University of Saint Anthony Senior High School Department.
• Data Gathering Instrument: The researchers utilized interviews
as the data gathering method. 
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QUESTION NO. 1
FINDING CONCLUSION RECOMMENDATION

All ten (10) All ten (10) of the respondents emphasized Schools must address
respondents stressed out the the significance of self-expression, most especially in the numerous ways their
importance of self-expression to the school context, because it gives them the freedom
to portray themselves in the way they see fit, which existing policies hinder and
queer students in terms also results in them feeling seen and accepted; one restrict students of the
of confidence, morale, (1) respondent in particular stating how the feeling of LGBTQ+ community. 
and learning capacity. being accepted itself plays a vital role in boosting
Respondents have also stressed a queer student’s confidence. All ten (10) respondents
that self-expression or the lack shared similar sentiments on how students of the
thereof affects other aspects of LGBTQ+ community are often restricted in diverse
ways – and have been for a long time – but when
their lives like how they given the right to express themselves freely, they
socially interact with other experience more confidence with themselves and
people, how they participate in their identity, when interacting with others, and how
school, and how they they act and present themselves in a school setting.
understand themselves.
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QUESTION NO. 2
FINDING CONCLUSION RECOMMENDATION

All 10 (ten) All ten (10) of the respondents conveyed how they feel as if Schools must either
respondents expressed that the existing school policies are working against them and lighten the restrictions
limiting their freedom; rather than feeling confident in their
they feel that these policies identity and who they truly are, they feel hindered and caged on hair, uniform, and
are somehow working against into conforming to traditional views of gender and sexuality make-up for LGBTQ+
them and are hindering them that stops them from reaching their full potential. Each students, or
from expressing who they respondent implied how the existing policies are restrictive
abolish these policies
truly are and from reaching and unhelpful. Furthermore, over half of the respondents
shared their personal experience with regards to the existing completely to guarantee
their full potential. Half of school policies, describing how these policies have restricted an inclusive
the respondents have them not only to the point where they are left feeling
had personal experiences uncomfortable and insecure, but also in a way that these
and supportive
with regards to the hair respondents are forced to feel conscious when expressing environment for all.
policies and share the themselves in school. One (1) respondent specifically stated
how, while they personally have not experienced a problem
sentiments with regards to with the school policies in terms of how they express
clothing policies for their themselves, they would still prefer if the school utilized more
transgender peers. inclusive rules, particularly for their transgender peers.
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QUESTION NO. 3
FINDING CONCLUSION RECOMMENDATION

Five (5) of the respondents Out of ten (10) respondents, a majority of nine Schools must take action
have pointed out that these policies (9) stated how the existing school policies have
have affected their mental health in impacted various aspects of their well-being, all of and make the necessary
a way that they feel more which being negative. From these nine (9) changes to ensure that
conscious, depressed, and strained respondents, restrictions on forms of self- their queer students feel
due having such policies dictate expression have made them feel conscious,
their forms of expression, Three (3)  unfocused, neglected, and demoralized. accepted and
respondents have cited that it In particular, five (5) respondents stressed how the represented.
affected their self-confidence and school policies have restricted them to the point of
morale and feel as if their right to be damaging their mental health, three (3) stated how
who they are in school are being they felt a drop in self-confidence and morale, and
kept from them, One (1) respondent one (1) expressed how they lost focus after being
has stated that due to an encounter forced to cut their hair. The remaining one (1)
with the hair policies they seemed respondent expressed how they have not yet
to have lost focus on the things they encountered a problem with the school policies.
used to do, and one (1) respondent
has had encountered none so far.
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QUESTION NO. 4
FINDING CONCLUSION RECOMMENDATION

Seven (7) Seven (7) respondents stressed how the Schools must either lighten
respondents emphasized that school must undoubtedly implement lighter the restrictions on hair,
these policies should indeed be restrictions. They further stated how doing so uniform, and make-up for
lighter for queer students to would allow queer students to feel empowered, LGBTQ+ students, or abolish
confident, comfortable, and seen; imposing
feel comfortable, confident, be lighter restrictions would also provide them a these policies completely
able to fully express themselves greater chance and opportunity to express to guarantee an inclusive and
and therefore would improve themselves in the way their heterosexual supportive environment for
their performance and and/or cisgender peers are allowed to do, all.
participation in school, while further boosting their academic performance.
three (3) respondents however On the contrary, three (3) respondents asserted
pointed out that lightening these how lighter restrictions would not necessarily
policies would not do much since make a difference because, ultimately, it would
there will still be restrictions even still act to hinder queer students from the right
to express themselves. Rather, they suggested
if lightened and suggested that such restrictive policies must be abolished
that these policies should just completely. 
be abolished instead.
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QUESTION NO. 5
FINDING CONCLUSION RECOMMENDATION

Six (6 )respondents suggested that adjustments with Majority of the respondents Schools must either lighten
the hair and clothing policies should be
made wherein students should be allowed to believe schools must the restrictions on hair, uniform,
express themselves through their hair and implement and make-up for LGBTQ+
emphasized that trans students should be allowed lighter restrictions to create students, or abolish these policies
to wear the uniform with the gender they prefer
instead if basing it off their assigned sex at birth. a supportive and inclusive completely to guarantee an
One (1)  respondent suggested that the researchers environment for all, not just inclusive and supportive
take ideas from other queer students as they might for those who identify environment for all.
have more insights on the subject matter, one
(1) respondent also shared the sentiment of as heterosexual and/or
adjusting the hair policy but with reservations with cisgender. Others believe
regards to hair color stating that hair length is not a that lighter restrictions are
problem, however hair color that might be too
distracting should be restricted, one (1) said that still restrictions, and it must
adjustments with the hair policy along with policies ultimately be abolished
on restricting makeup should made, and one (1)  to truly give queer students
respondent further suggested that the policies be
lessened. the right to self-expression.