Understanding the LGBTQ Bullying among Criminology Students at University of Eastern Pangasinan

Samilyn M. Castillo
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Samilyn M. Castillo: University of Baguio

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 7, 957-969

Abstract: Bullying experienced by Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) criminology students is a significant issue that can have profound impacts on their academic performance, mental health, and overall well-being. This study assessed the LGBTQ bullying among criminology students at University of Eastern Pangasinan made used a qualitative research design and used of a semi structured interview guide questions to gather information on forms of LGBTQ bullying, the psychological and academic effects of bullying among 14 criminology students. The results of the study revealed the common forms of bullying experienced by LGBTQ criminology students at the University of Eastern Pangasinan are verbal bullying and discrimination. Verbal bullying involves the use of derogatory language and hurtful remarks, while discrimination encompasses exclusion and differential treatment based on sexual orientation or gender identity. The psychological consequences of bullying experienced by these students include anxiety and depression, lowered self-confidence, and feelings of shame about their gender identity. These emotional challenges can significantly impact their mental well-being and overall quality of life. In terms of academic consequences, LGBTQ criminology students may experience concentration issues, making it difficult to focus on their studies and academic tasks. However, for some students, bullying may not have a significant impact on their academic performance, indicating variability in how individuals respond to bullying. These students face various forms of bullying, including verbal harassment, physical intimidation, social exclusion, and discrimination based on their sexual orientation or gender identity. Such experiences can create hostile environments within educational settings, hindering students’ ability to thrive academically and engage fully in their studies.

Date: 2024
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