Self-Concept and College Readiness of Filipino LGBTQ++ K-12 Graduates

Abstract

Does a healthy self-concept yield better college readiness? Does this hold true among LGBTQ⁺⁺ youth in the Philippines? These questions were examined in this study using the first-year students who disclosed themselves as members of the LGBTQ⁺⁺ (n=572) and who were enrolled in one state university in the northeastern part of the Philippines. The study utilized descriptive correlational design, and data were elicited from the Students' Profile Questionnaire (SPQ), Tennessee Self-concept Scale (TSCS-2), and College Readiness Test (CRT). Results revealed that the LGBTQ⁺⁺ Filipino K-12 graduates had average positive self-concept and were college-unready. Notably, sex, gender identity, and sexual orientation explained the variations in their college readiness. The test of relationship showed that self-concept was negatively associated with college readiness which could be attributed to the respondents’ low academic self-concept. It is recommended that counseling and related support services have to be accorded to transgender, pansexual, asexual, and queer students to enhance their personal, social, and academic self-concept. Finally, transition interventions have to be designed and implemented to improve LGBTQ++ students' college readiness. These are potential measures to ensure their effective and seamless transition from basic to college education.

Received: 30 October 2020 / Accepted: 2 December 2020 / Published: 17 January 2021