Author Information
Jennifer Mauntol, Centro Escolar University, PhilippinesNaressia Ballena, Centro Escolar University, Philippines
Ruth Santos, Centro Escolar University, Philippines
Leilani Santos, Centro Escolar University, Philippines
Julius De Leon, Centro Escolar University, Philippines
Abstract
This study investigated the inclusive pedagogical practices of faculty members at a selected university in Manila and the challenges they face in teaching queer students. Using a convergent mixed-methods design, the research combined quantitative data from a validated survey tool and qualitative insights from narrative interviews with 15 faculty members. Participants were selected through total enumeration (quantitative) and purposive-convenience sampling (qualitative). Quantitative analysis revealed moderate to high implementation of inclusive practices across the learning environment, curriculum and instruction, and professional development. The respondents are mostly female, mid- to late-career educators from diverse disciplines. Many are new to the university but have prior teaching experience elsewhere. Qualitative findings identified six primary challenges: addressing gender identity, cultural adjustment, managing classroom reactions, navigating dress codes, behavioral differences, and promoting fairness without overemphasizing identity. Despite limited institutional support, faculty displayed strong commitment through adaptive, reflective practices. Grounded in Critical Pedagogy and Queer Theory, the findings show that teachers resist normative assumptions and power structures, fostering affirming, equitable classrooms. However, the lack of structural support—such as inclusive signage, gender-neutral facilities, and visible policy frameworks—limits sustained inclusivity. The study highlights the need for professional development that equips educators with practical skills, emotional intelligence, and cultural competence. It proposes a Microcredential Seminar Program to address these needs. Implications are drawn for teachers, parents, administrators, policymakers, advocacy groups, and professional development providers, emphasizing the importance of systemic, collaborative efforts to advance LGBTQIA++ inclusivity in education.
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