2nd Part Final Research Print

8/16/2019 2nd Part Final Research Print

http://slidepdf.com/reader/full/2nd-part-final-research-print 1/97

Chapter 1

BACKGROUND OF THE STUDY

Our previous research about the attitues o! "1# $rae te% stue%ts i% a Baco&o Cit'

pub&ic schoo& o% i!!ere%t se(ua& issues revea&e a $e%era& isa$ree)e%t o% the %otio% o!

pre)arita& se(* e(tra)arita& re&atio%s* sa)e se( re&atio%s* cohabitatio% a% )arria$e* a%

abortio%+ Ho,ever* the' sho,e a $e%era& a$ree)e%t to the use o! co%traceptives+ The resu&t o!

such stu' isp&a'e a% i%teresti%$ perspective i% &i$ht o! the i%!&ue%ce o! )oer% societ'

to,ars the attitue o! )a%' ao&esce%ts+ Neverthe&ess* the researchers !ou% it i)perative to

e&ve eeper i%to the '%a)ics o! sa)e-se( re&atio%ship as perceive b' the stue%ts ue to the

i)perative %ee as i)p&icate b' the $ro,i%$ %u)ber o! H./ cases i% the cit' ,ith )a&es havi%$

se( ,ith )a&es as the o)i%a%t co%tributor to this epie)ic+ As o! Februar' 01#* Baco&o cit'

is co%siere as o%e o! the hi$h preva&e%ce cities !or H./ accori%$ to Depart)e%t o! Hea&th+

Shoc2i%$ statistics &i2e this pro)pts a&ert i%vesti$atio% !ro) c&i%icia%s a% socia& researchers i%

orer to co)prehe% the rapi rate o! sprea a)o%$ the Fi&ipi%o popu&atio%+ Co%se3ue%t&'* this

brea2i%$ %e,s catapu&te our i%terests i% the i%vesti$atio% o! sa)e-se( re&atio%ship as vie,e b'

'ou%$ ao&esce%ts+ Resu&ts o! the sa)e stu' sho,e a $e%era& a$ree)e%t o% the issue o! sa)e-

se( re&atio%ship as i%icate b' the &esbia%* bise(ua&* $a'* a% pa%se(ua& $roups+ Eve% thou$h

the stue%ts $e%era&&' isa$ree to,ars sa)e-se( re&atio%ship* the )ea% attitue &eve& ,as 0+04

,hich i%icate a s&i$ht&' si$%i!ica%t proportio% o! the popu&atio% that sho,e to a$ree ,ith the

se(ua& issue+ Appare%t&'* the hu)a% 3ua&it' o! %aivet' i%creasi%$&' beco)es a scarcit'5 a% eve%

a% oit' i% toa'6s 'outh as )ore a% )ore )i%ors $ro, )ore 2%o,&e$eab&e about the

i!!ere%t activities a% e%$a$e)e%ts that ,ere ori$i%a&&' co%siere a socia& taboo+ .t see)s that



the 'outh6s prese%t )i%set ca% be preispose b' a co)p&e( )i( o! a %u)ber o! e(ter%a& a%

i%ter%a& variab&es that ,ere &ac2i%$ i% the past+ Fa)i&' upbri%$i%$* the )eia* peers a% other

socia& !actors )a' be i%c&usive o! the sai variab&es+ O%e se%sitive a% )a7or co)po%e%t o! the

'outh6s )i%set is the 2%o,&e$e a% sta% about the pere%%ia& socia& issues+ .t is a&so a !act that

certai% estee)e i%iviua&s o! o&er $e%eratio%s $ive particu&ar co%cer% to eva&uate the )i%sets

o! the 'outh toa' as the %e, successors o! societ' as the' tr' to atte)pt to i)prove o% their

)i%s i% )a2i%$ the) socia&&'-respo%sib&e peop&e ,he% the ti)e co)es+ This truth ca% be

associate to ,hat the &ate 8ose Ri9a& has 3uote: ;The 'outh is the hope o! our !uture+< He%ce* it

our ai) to u%rave& the ps'chosocia& )ea%i%$ a% i)p&icatio% o! sa)e-se( re&atio%ship as it is

see%* u%erstoo* a% e(perie%ce b' the $rae 1 stue%ts+

State)e%t o! the =rob&e)

The $e%era& iea o! ecipheri%$ the post)oer% ps'chosocia& )ea%i%$ a% i)p&icatio% o!

sa)e-se( re&atio%ship is a co)p&e( a% &ab'ri%thi%e path,a' o! co%cept+ =s'chosocia& )ea%i%$

i% itse&! is too ,ie o! a sub7ect to e%co)pass+ The i)p&icatio%s o% the other ha% spa% a% e%tire

hori9o% o! ieas that has %o e!i%ite e%+ Ho,ever* i% this research* ,e esire to si)p&i!' it i%

o%e $e%era& 3uestio%: >hat is sa)e-se( re&atio%ship as reco$%i9e b' the $rae 1 stue%ts? This

)ai% i%3uir' is !urther $uie b' the !o&&o,i%$ 3uestio%s be&o,+

1+ >hat is the $e%era& u%ersta%i%$ o! the stue%ts re$ari%$ the issue o! sa)e-se(

re&atio%ship?

0+ >hat is the source or )ea%s o! ori$i% o! the sai u%ersta%i%$?

"+ >hat are the e(perie%ces o! the respo%e%ts ,ith re$ars to the se(ua& issue?

4+ >hat is their sta% to,ars it?

0



De!i%itio% o! Ter)s

>e ,ou& &i2e to e!i%e a !e, ter)s i% orer to provie !urther e&uciatio% re$ari%$ the

research:

Bise(ua&

Accori%$ to the A)erica% =s'cho&o$ica& Associatio%* a bise(ua& is o%e e(perie%ci%$

ro)a%tic attractio%* se(ua& attractio% or se(ua& behavior to,ar both )a&es a% !e)a&es+

.% this stu'* a bise(ua& is a%' perso% i%ti)ate&' attracte to both )a&es a% !e)a&es+

Ga'

Accori%$ to @erria)->ebster 01#* a perso% co%siere $a' is o%e ,ho is attracte to

a%other o! the sa)e se(+

.% this stu'* $a' re!ers to a )a&e ho)ose(ua& or a )a% ,ho is attracte to a%other )a%+

Ge%er ie%tit'

Accori%$ to the o%&i%e ,ebsite* Hu)a% Ri$hts Ca)pai$% 01#* $e%er ie%tit' is e!i%e as

a% i%iviua&6s i%%er perceptio% o! se&! as )a&e* !e)a&e* both or %either+ Ge%er ie%tit' ca% be

the sa)e or i!!ere%t !ro) the assi$%e se( at birth+

.% this stu'* $e%er ie%tit' escribes the participa%ts as bei%$ )a&e* !e)a&e* $a'* &esbia%*

bise(ua&* tra%se(ua&* pa%se(ua& or 3uestio%i%$+

"



esbia%

Accori%$ to the Natio%a& Acae)ies =ress* a &esbia% is a !e)a&e ,ho e(perie%ces

ro)a%tic &ove or se(ua& attractio% to other !e)a&es+

.% this stu'* sa)e e!i%itio% ,ith the a!ore)e%tio%e is app&ie+

=a%se(ua&

Accori%$ to Cave%ish 01* pa%se(ua& or pa%se(ua&it' re!ers to a se(ua& attractio%*

ro)a%tic &ove* or e)otio%a& attractio% to,ar peop&e o! a%' se( or $e%er ie%tit'+

.% this stu'* sa)e e!i%itio% ,ith the a!ore)e%tio%e is app&ie i% this stu'+

Si$%i!ica%ce o! the stu'

>e !ou% this research ver' ti)e&' co%sieri%$ the rece%t rise i% se(ua&&' tra%s)itte

i%!ectio%s ST.* especia&&' that o! H./ ,hich has )a&es havi%$ se( ,ith )a&es as the hi$hest

co%tributor !or the isease+ Ta2i%$ the scie%ce o! H./ i%!ectio% a&o%e a% its sprea is but the

,or2 o! epie)io&o$ists a% c&i%icia%s ,or2i%$ i% &aboratories a% hospita&s+ This 2i% o!

approach is a irect hit to the prob&e) i! it ,as 7ust see% as a patho&o$' o! i))i%e%t threat+ But

,e as a $roup o! &ear%i%$ )eica& stue%ts ,a%te to ta2e it o,% to its roots !ro) a%other

parai$)+ H./ a% other ST.s are i%ee iseases o! the hu)a% bo' but o%e shou& ta2e ti)e to

co%sier the iea o! a socia& i)petus !or its sprea+ .% the rece%t statistics o! the Depart)e%t o!

Hea&th* se(ua& i%tercourse is the )ai% )oe o! tra%s)issio%+ >ith that* o%e )a' as2 to 2%o, the

rive !or such habit+ A% to !urther ,e$e the prob&e)* ,hat is that stri%$ o! !ou%atio% that

ra,s )e% to have se( ,ith )e%? Fo&&o,i%$ this trai& o! i%3uiries a% !acts &e us to that i)pu&se

o! u%ersta%i%$ sa)e-se( re&atio%ship+ >ith the rece%t tre% o! sa)e-se( )arria$e &e$a&i9atio%

4



i% the U%ite States* )a%' Fi&ipi%os o! the thir se( are pro)oti%$ the h'pe o! a&so &e$a&i9i%$ it

i% our %ative soi&+ Thus* it oes%6t ta2e a $e%ius to ecipher the !act that a )a7or proportio% o! the

popu&atio% is i%to sa)e-se( re&atio%ships+ He%ce* the a!ore)e%tio%e circu)sta%ces have ra,%

us to i%itiate this i%-epth a%a&'sis o! the behavior o! se(ua&&' curious ao&esce%ts ,ith re$ars to

the iea o! sa)e-se( re&atio%ship+ The stu' )a' be o! be%e!it to the $e%era& a,are%ess

re$ari%$ the attitues o! the 'outh o% sa)e-se( re&atio%ship a% it )a' $ive &i$ht as to the

curre%t %ature o! our 'ou%$ popu&atio%+ The isease i% itse&! is %ot 7ust a scie%ce &i)ite i% the

&aborator'+ .t is a&so a co)p&e( ,eb o! hu)a% behavior a% habit that )ust be u%erstoo+ .%

aitio%* the stu' )a' $ive co%tributio% to the ob&i$atio%s a% respo%sibi&ities o! the !o&&o,i%$

$roups a% sectors:

Stue%ts* u%ersta%i%$ the reaso% behi% the 2%o,&e$e a% app&icatio% o! the i!!ere%t

se(ua& attitues )a' poi%t out to the source o! their i%si$ht a% the i%!&ue%ces that )a' have

)o&e the) to have such iea&s+ This stu' )a' serve as a% i% epth source to co)prehe%

i!!ere%t tre%s that a!!ect stue%ts pertai%i%$ to their se(ua& attitues+

Teachers* havi%$ the $i!t to i%spire* to share their 2%o,&e$e a% to serve as ro&e )oe&s

to their stue%ts* this stu' )a' serve as a $uie to u%ersta% the reaso%s !or the se(ua&

attitues o! their stue%ts+ This )a' ai the) i% bui&i%$ a% approach to $uie their stue%ts a%

correct ,ith ,hatever )isco%ceptio% there is pertai%i%$ to the be&ie!s o! stue%ts re$ari%$

)arria$e* se( a% procreatio%+

=are%ts* havi%$ the pri)ar' ro&e i% upbri%$i%$ their chi&re% to the best the' cou& a%

#



!oster va&ues that )a' be app&ie b' their chi&re% as the' $ro, a% )ature+ This stu' )a' he&p

pare%ts see the va&ue o! $uia%ce a% the pare%ts ro&e o! e(p&ai%i%$ to their chi&re% the ri$ht

attitue o! vie,i%$ se( %ot as ,hat ,as perceive b' their chi&re% be!ore+ This stu' )a' !oster

a% e)po,er the ro&e o! pare%ts to be active i% the se( eucatio% o! their chi&re% as the' reach

the a$e o! pubert' a% start to beco)e curious ,hat se( is rea&&' a&& about+

Eucatio%a& .%stitutio%s* especia&&' $rae schoo&s a% hi$h schoo&s* that the' )a' be

)ae )ore a,are o! the i!!ere%t se(ua& tre%s as ,e&& as the $e%era& se(ua& be&ie!s a% attitues

o! the 'outh toa' to,ar i!!ere%t se(ua& issues+ >ith %e,!ou% a,are%ess* %e, curricu&a

o!!eri%$ ae3uate eucatio% o! the 'outh o% correct %otio%s about se(ua& issues )a' be

eve&ope+

@eica& Co))u%it'* ,hich the' )a' see se(ua& be&ie!s or attitues to,ar se(ua& issues

o! peop&e as possib&e )a7or causes o! toa'6s prob&e) o! the rise a% ra)pa%c' o! se(ua&&'

tra%s)itte iseases+ The' )a' co%sier coori%ati%$ ,ith the teachi%$ sector i% eucati%$ the

pub&ic about proper se(ua& issues a% reiterati%$ a% e)phasi9i%$ the a%$er that )a' arise i%

practici%$ se(ua& issues that are )eica&&' i%appropriate+

Future researchers ,ith ie%tica& i%terests as the ori$i%a& researchers )a' reprouce the

stu' ,hich )a' serve as basis to !urther e(p&ore se(ua& attitues o! the 'outh+ This )a' $ive

the) the iea about the i!!ere%t 3uestio%s the' shou& as2 eve% be'o% the scope o! this stu'+

Scope a% i)itatio%s o! the Stu'



The stu' is about e(p&ori%$ the post)oer% perspectives o! $rae te% stue%ts to,ar

the issue o! sa)e-se( re&atio%ship+ He%ce* the stu' is o%&' &i)ite to the se&ecte $rae te%

stue%ts o! Do)i%$o acso% Natio%a& Hi$h Schoo&+ The i%tervie, )etho ,i&& be use to !urther

eva&uate the attitues o% the se(ua& issue i% ter)s o! cu&tura&* socia&* ps'cho&o$ica&* a%

behaviora& aspects+ Further)ore* a&& 3uestio%s to be as2e are o%&' &i)ite to the topics o! sa)e-

se( re&atio%ship+ The stu' perio is !ro) the )o%th o! Nove)ber 01# to @arch 01+

Chapter 0



.TERATURE OF =ARAD.G@ UNDER=.NN.NGS

The course o! u%ersta%i%$ the %ature o! se(* the $ro,i%$ ao&esce%t a% the )oer%

e(pa%se o! sa)e-se( re&atio%ship ta2es us i%to the various iscip&i%es o! socio&o$' a%

biops'cho&o$'+ Tr'i%$ to iscuss the) i% their true substa%ce ,i&& be &i2e a 7our%e' i%to the ab'ss

o! the hu)a% )i% ,hich is o! course i%!i%ite&' e(pa%i%$ b' the )i%ute+ So as to %arro, such

e(te%sive search !or 2%o,&e$e* ,e !ou% it re&eva%t to vie, this i% the co%te)porar' setti%$

,ith &itt&e but sa&ie%t touch o! histor'+

Se( a% Ao&esce%ce

>e brie!&' tac2&e the co%cepts o! se( a% its bra%ches o! i%!&ue%ce i% the sta$e o!

ao&esce%ce+ .t is 2%o,% that the ao&esce%t sta$e is a eve&op)e%ta& )i&esto%e ,herei% se(ua&

behaviors are eve&opi%$ a% beco)e estab&ishe+ .t is the epito)e perio o! bei%$ se(ua&&'

attracte a% curious ,here i)pu&se $over%s )ost o! the ecisio%s a% a%' 2%o,&e$e about the

co%se3ue%ces is %u&& or over&oo2e+ .% the boo2 o! =eiatrics b' Ne&so%* the t'pica& ao&esce%t is

escribe as so)eo%e ,ho isp&a's the behavior o! imaginary audience, pseudostupidity,

personal fable, a% on-stage phenomenon. .)a$i%ar' auie%ce is the behavior o! a% ao&esce%t

,hereb' ,hatever actio%s* ecisio%s or be&ie!s he or she possesses* it )ust a&so ho& true ,ith

other peop&e+ This is 3uite a%$erous especia&&' i! it co)es to ter)s ,ith the iea o! peer

pressure i% a $roup5 a% havi%$ se( as a sub7ect !or peer pressure is %othi%$ %e, i% this aspect+

Ho,ever* ,e see peer pressure as a )i%or !actor i% the $e%era& si$%i!ica%ce o! u%ersta%i%$

sa)e-se( re&atio%ship+ He%ce* it is %ot !urther iscusse i% this stu'+ But peer pressure asie* the

ao&esce%t )a' a&so co))it the behavior o! pseuostupiit' ,here the ao&esce%t has the



2%o,&e$e o! his i))eiate %ees a% prob&e)s but is u%ab&e to prioriti9e a% e!!ective&' ea&

,ith each o%e+ This is o%e )a7or !actor !or ao&esce%ts to )a2e ba ecisio%s ever' %o, a%

the%+ Ao&esce%ts a&so te% to thi%2 that the ,or& is ,atchi%$ their ever' )ove ,hich is

$e%ui%e&' characteri9e b' the co%cept o! o%-sta$e phe%o)e%o%+ A&thou$h it has a )i%or i)pact

o% the course o! sa)e-se( re&atio%ship* this t'pe o! behavior ope%s the i%iviua& to i%securities

a% u%to,ar a%(iet' ,hich prope&s the $reatest prob&e) e%cou%tere i% this eve&op)e%ta&

sta$e* epressio%+ But i! ,e &oo2 i%to the prob&e) o! ST.s a% rec2&ess ecisio%-)a2i%$* ,e

be&ieve that the !i%a& behavior o! perso%a& !ab&e p&a's the )ost si$%i!ica%t e(p&a%atio% as to the

re&atio%ship bet,ee% the socia& crisis o! H./ a% ao&esce%ce+ =erso%a& !ab&e is the behavior o! a

perso% ,here the i%iviua& ee)s hi)se&! i))u%e to the co%se3ue%ces o! ris2' choices+ This

t'pe o! attitue is ver' a%$erous especia&&' ,he% o%e b' a% u%i%!or)e or )isi%!or)e

i%iviua&+ The curiosit' !or se( a% the p&easures it ca% $ive )a' 7ust catapu&t the perso% i%to a

have% o! teethi%$ troub&es ,hich is preo)i%a%t&' the occurre%ce o! ST.s+ Thou$h* such troub&es

)a' a&so i%c&ue e3ua&&' co)p&e( issues such as tee%a$e pre$%a%c'* !a)i&' i!!icu&t'*

ps'cho&o$ica& co%cer%s a% u&ti)ate&' povert'+ Co%sieri%$ a&& these ra)i!icatio%s* o%e ca%

,o%er* ,hat i! such ao&esce%t is i%to sa)e-se( re&atio%ship or ho)ose(ua&it'+ >hat the% is the

!actoria& e!!ect o! such pressi%$ b&e% o! ra$i%$ hor)o%es a% the u%i3ue attractio% to the sa)e

se(? O%e ca% assu)e a &ot o! thi%$s but ,e see this as the )a7or p&a'er i% the eve&op)e%t o!

H./ epie)ic i% the cou%tr'+

Our previous stu' trie to u%)as2 the various attitues o! $rae 1 stue%ts to,ars

certai% se(ua& issues* putti%$ i% )i% that )a'be it cou& e(p&ai% the $ro,i%$ %u)ber o! cases o!

ST.s i% the cou%tr'+ But i% the stu' o! De 8ose 01"* the researcher sou$ht a%other perspective

i% atte)pti%$ to e(p&icate such prob&e) i% the societ'+ He escribe se(ua& attitues a%



behaviors o! stue%ts at the U%iversit' o! the =hi&ippi%es a$es ra%$i%$ !ro) 1# to 04 'ears o&+

Resu&ts o! such stu' revea&e that $e%er* se(ua& pre!ere%ce* a$e* schoo& a&&o,a%ce* )o%th&'

!a)i&' i%co)e a% attitue to,ars se( have a si$%i!ica%t corre&atio% ,ith se(ua& behavior+

Resu&ts a&so sho,e that )ore tha% ha&! o! the respo%e%ts a$ree that se( is sacre a% shou&

o%&' be e%7o'e b' )arrie coup&es+ Hi$her isa$ree)e%ts ,ere reporte o% pre)arita& se(*

por%o$raph'* cohabitatio% be!ore or ,ithout )arria$e* sa)e-se( re&atio%ship* petti%$ a% !e)a&e

)asturbatio% a&thou$h )a&e )asturbatio%* 2issi%$* %ec2i%$ a% ho&i%$ ha%s ,ere !ou% to be

acceptab&e to a certai% e$ree i% the course o! the stu'+ The stu' o! De 8ose a% ours o

corre&ate i% )ost o! the ite)s especia&&' i% the iea that the =hi&ippi%es is sti&& aa)a%t i% its

co%servative a% Catho&icis)-roote be&ie!s+ A&thou$h &ibera& ieas are i%creasi%$ especia&&' i%

the epart)e%t o! co%traceptio% as e%orse a% i%te%si!ie b' the Hea&th sector o! the

$over%)e%t throu$h the ecaes* the $e%era& popu&atio% sti&& isa$rees o% a &ot o! se%sitive

)atters ,hich i%c&ue pre)arita& se(* sa)e-se( re&atio%ship a% abortio%+ Our !orei$% %ei$hbors

)a' have a si$%i!ica%t eviatio% i% their be&ie! s'ste) !ro) our o,% a% it is e!i%ite&'

i%!&ue%ci%$ the 'ou%$ )i%s o! our $reat %atio% but* ,e see a !ir) a% ,e&&-$rou%e cou%tr' o!

pious )e% a% ,o)e% ho%ori%$ the o$)a o! Catho&icis) a% Christia%it'+

Sa)e-Se( Re&atio%ship: The .ssue

.t is state above that ao&esce%ts !ace a &ot o! e)otio%a& a% ps'cho&o$ica& issues ,hich

)a' co%cur !urther prob&e)s i! ha%&e i%correct&' as the' pro$ress throu$h the sta$e+ Speci!ic

behaviora& patter%s ,ere a&so )e%tio%e that cou& co%tribute i%to the accu)u&ati%$ a%$er o!

such eve&op)e%ta& phase+ But o! %ote* it is a&so i% this sta$e that ho)ose(ua&it' )a' co)e to

b&osso) a% bear !ruit i% character a% behavior+ Base o% a% artic&e b' @ceo 0 a% the

1



co)prehe%sive boo2 o! =s'chiatr' b' Kap&a% a% Saoc2* it is i% this sta$e ,here Eri2 Eri2so%

escribe i% his =s'chosocia& Theor' o! Deve&op)e%t that 'ou%$sters e(perie%ce the co%!&ict o!

.e%tit' vs+ Ro&e Co%!usio%+ .t is escribe to have t,o speci!ic ie%tit' t'pes: the occupatio%a&

a% the se(ua&+ Usua&&' i% the course o! eve&op)e%t* the i%iviua& be$i%s to possess the iea o!

bei%$ $a'* &esbia% or other $e%er ie%tities at the a$e o! " 'ears o&+ Ho,ever* !u&& rea&i9atio% o!

such $e%er ie%tit' is acco)p&ishe a!ter succeei%$ the sta$e o! ro&e co%!usio% uri%$

ao&esce%ce+ The' be$i% to e(peri)e%t o% both se(ua& a% occupatio%a& ro&es u%ti& the'

eve%tua&&' pic2 out the ro&e ,hich the' see !it a% suite !or the)+ A&thou$h there are a &ot o!

bio&o$ica& theories about the eve&op)e%t o! ho)ose(ua&it'* ,e be&ieve that the ps'cho&o$ica&

$rou%,or2 p&a's the pivota& ro&e ta2i%$ i%to accou%t the abu%a%t i%!&ue%ce o! societa& %or)s

a% co%uct+

=s'choa%a&'sts &i2e Si$)u% Freu a&so trie to e(p&ai% the possib&e ori$i%s o!

ho)ose(ua&it'+ Si$)u% Freu sa, ho)ose(ua&it' as a represe%tatio% o! stu%te i%iviua&

ps'chose(ua& eve&op)e%t ,hich &e to his perspective that it is a% i%!erior se(ua&it' i% a )ature

au&t+ Neverthe&ess* he %ever co%siere ho)ose(ua&s as patho&o$ica& proucts o! e$e%eratio%

o! ps'cho&o$' or ph'sio&o$'+ Rather* he sa, ho)ose(ua&s to be o! %or)a& ps'cho&o$ica&

!u%ctio%i%$ a% he )a' have associate the) ,ith e&evate capacities a% superior ps'chic a%

)ora& 3ua&ities+

But be'o% the ;,hat< o! sa)e-se( re&atio%ship is the ;ho,< o! ho)ose(ua&it'+ A)ist

the e)otio%a& bui&-up o! bei%$ i%-&ove ,ith a%other o! the sa)e se( is the ph'sica& aspect o!

actua&i9i%$ that &ove+ .% heterose(ua& %or)* it i%vo&ves the )a% a% the ,o)a% per!or)i%$ coitus

as the hi$hest !or) o! )arita& or ro)a%tic co))u%icatio%+ .% the ho)ose(ua& rea&)* it i%vo&ves a

iversit' o! practices co%sieri%$ the i%co)patibi&it' o! reprouctive or$a%s+ Accori%$ to Facts

11



About Youth* )outh-a%a& co%tact is the reaso% !or the re&ative&' hi$h i%cie%ce o! iseases

cause b' bo,e& patho$e%s i% )a&e ho)ose(ua&s a% that )a&e ho)ose(ua& behavior is %ot

si)p&' either active or passive* si%ce pe%i&e-a%a&* )outh-pe%i&e* a% ha%-a%a& se(ua& co%tact is

usua& !or both part%ers* a% )outh-a%a& co%tact is %ot i%!re3ue%t+ Such co%se3ue%ces o!

ho)ose(ua& activit' have si$%i!ica%t&' a&tere the e&iver' o! )eica& care to the popu&atio% at

&ar$e si%ce A.DS spe%i%$ per patie%t is )ore tha% seve% ti)es that !or ca%cer+ >ith such iverse

)echa%is)s o! actua&&' )a2i%$ &ove* isease tra%s)issio% is co)pou%e severa& ti)es tha%

%or)a&+ A&thou$h severa& accou%ts b' ho)ose(ua&s c&ai) that their )ea%s o! )a2i%$ &ove is

)ore p&easurab&e at arrivi%$ to a% or$as)* these t'pe o! practices &ea to the rapi rise o! ST.s

especia&&' that o! H./5 because tech%ica&&'* the recta& epithe&iu) ,as%6t )ae !or copu&ator'

!rictio% &eai%$ to !re3ue%t abrasive i%7uries that beco)e co%ucive passa$e,a's !or the

i%!ectious a$e%ts to pe%etrate+

Sa)e-Se( Re&atio%ship be'o% the =hi&ippi%e Archipe&a$o

From all I did and all I said

let no one try to find out who I was.

An obstacle was there that changed the pattern

of my actions and the manner of my life.

An obstacle was often there

to stop me when I’d begin to speak.

From my most unnoticed actions,

my most veiled writing-

10



from these alone will I be understood.

But maybe it isn’t worth so much concern,

so much effort to discover who I really am.

ater, in a more perfect society,

someone else made !ust like me

is certain to appear and act freely.

-;Hie% Thi%$s< b' Cava!'* Co%sta%ti%e

The poe) above s')bo&i9e the &o%$ histor' o! ho)ose(ua&it' arou% the $&obe+ Be!ore*

it ,as co%siere a taboo across )a%' cu&tures+ No,* ho)ose(ua&s are co)i%$ out as !ree a%

i$%i!ie citi9e%s that have e3ua& ri$hts a% privi&e$es+ The' are %ot easi&' pa,%e to

iscri)i%atio% %o,aa's+ Re&i$io% is %ot i% the e3uatio% a%')ore+ =erhaps* the curre%t societ' is

%o, the so-ca&&e per!ect societ' b' Cava!'+ But the% a$ai%* %othi%$ is per!ect+ Ho,ever* i% the

&a% o! the !ree a% the brave* )ore a% )ore &esbia%s* $a's* bise(ua&s a% tra%sse(ua&s are

e%7o'i%$ the ri$ht to sa)e-se( )arria$e+ Accori%$ to the UC Ber2e&e' Ne,s i% 04* sa)e-se(

re&atio%ship !ou% the stro%$ho& to &e$a&i9e a% tur% it i%to sa)e-se( )arria$e because o! the

!o&&o,i%$ reaso%s: First is that the' &ear% to accept that these peop&e GBT prese%t&' e(ist i%

the societ' there!ore5 peop&e shou& start accepti%$ their e(iste%ce+ Seco% )a' co)e i%to the

&ibera& state o! the perso% ,herei% as !ar as &a, is co%cer%e* re&i$io% shou& %ot p&a' a%' part+

Thir is ue the reaso% that the re&atio%ship o! other peop&e is %ot part o! their busi%ess a% &ast&'

is the ratio%a&i9atio% o! peop&e to,ars e3ua& ri$hts ,herei% ever'o%e shou& $et the sa)e ri$hts

as &o%$ as the' o%6t vio&ate or hurt a%'o%e+ A!ter a ecae o! ca)pai$%i%$ a% &obb'i%$ i% the

US &e$is&ature* )a%' states have %o, &e$a&i9e sa)e-se( )arria$e a% eve% )ore peop&e are

1"



supporti%$ the c&ai)+

Accori%$ to the =e, Research Ce%ter 01#* # 2e' !acts about sa)e se( )arria$e e(ist

a% that i%c&ues the !o&&o,i%$ reaso%s: .t is o! %ote to )e%tio% that there has bee% a ra)atic

shi!t o% the attitues o! A)erica%s about sa)e se( )arria$e ,herei% "I o! the @i&&e%%ia&s*

#I o! the De)ocrats a% #I o! peop&e ,ith %o re&i$ious a!!i&iatio%s !avor sa)e se( )arria$e+

This &e to the i%crease support !or sa)e se( )arria$e risi%$ !ro) "I i% 0 to #I i% @a'

01#+ .t a&so $oes to the !act that %ear&' three 3uarters 0I o! A)erica%s i%c&ui%$ ha&! o!

those ,ho oppose $a' )arria$e sai the' eve%tua&&' sa, &e$a& reco$%itio% o! sa)e-se( )arria$es

as ;i%evitab&e+< A% artic&e !ro) the /oice O! A)erica 01# prese%te the %otio% that the U+S+

supre)e court ru&i%$ i% !avor o! sa)e se( )arria$es has %o &e$a& !orce outsie the U%ite States

but $a' ri$ht activists i% )a%' parts o! the ,or& be&ieve the court ru&i%$ ,i&& he&p their cause

especia&&' i% cou%tries &i2e Austra&ia* .%ia a% the =hi&ippi%es+ .t ,as state that i% the

=hi&ippi%es* the activists that see2 to ,i% &e$a& reco$%itio% !or sa)e-se( )arria$es be&ieve the

U+S+ ru&i%$ ,i&& be use!u&* particu&ar&' si%ce the cou%tr's &e$a& setup is &ar$e&' base o% the U+S+

s'ste) as sai b' S'&via Estraa C&auio* a $e%er ri$hts avocate a% pro!essor at the

U%iversit' o! the =hi&ippi%es+

Curre%t&'* apart !ro) the U%ite States* sa)e-se( )arria$e is &e$a& i% 01 other cou%tries

,hich i%c&ue )a%' Europea% cou%tries* Ca%aa* Bra9i&* a% South A!rica+ O% the other ha%*

so)e cou%tries sti&& have a %e$ative vie, o% sa)e-se( re&atio%s+ .% re&atio%* Bo(i&&* @arti%*

Russe&&* >a&&er* @ei2&e* a% @itche&& i% their 011 surve' o! 8a)aica%s to,ars sa)e se(

re&atio%ships poi%te out that both )e% a% ,o)e% e(hibit stro%$ %e$ative vie,s to,ars

ho)ose(ua&it' a% )a&es te%e to be )ore voca& tha% !e)a&es i% their oppositio% to

14



ho)ose(ua&it'+ A&so accori%$ to the stu' perso%s ,ho have u%iversit' eucatio% are )ore

&i2e&' to e(hibit to&era%ce to,ars ho)ose(ua&sJho)ose(ua&it' tha% %o%-u%iversit' eucate

perso%s+ .%teresti%$&'* those ,ho sa' that the' )ost&' &iste% to a%ceha&& a% re$$ae are )ore

&i2e&' to have %e$ative vie,s to,ars ho)ose(ua&it' tha% others ,ho )ost&' &iste% to other t'pes

o! )usic+ The' a&so !ou% out that perso%s o! &o,er socio-eco%o)ic statuses are )ore &i2e&' to

have %e$ative attitues to,ars ho)ose(ua&it'+

Sa)e-Se( Re&atio%ship ,ithi% the Fi&ipi%o Catho&ic Natio%

Accori%$ to a stu' co%ucte b' the =hi&ippi%e 8our%a& o! =s'cho&o$' i% 011 &esbia%*

$a'* bise(ua& a% tra%s$e%er GBT Fi&ipi%os co%ti%uous&' e(perie%ce sti$)a* pre7uice a%

iscri)i%atio% i% =hi&ippi%e societ'+ This sti$)a is )a%i!este i% actio%s such as: teasi%$*

bu&&'i%$ a% harass)e%t o! GBT chi&re% a% ao&esce%ts i% !a)i&ies* schoo&s a%

co))u%ities5 )eia portra'a& o! GBTs as !rivo&ous* u%trust,orth' a% eve% a%$erous or

preator'5 e%'i%$ tra%s$e%er Fi&ipi%os e%tr' i%to co))ercia& estab&ish)e%ts5 pi$eo%ho&i%$

GBT Fi&ipi%os i%to particu&ar&' &i)ite ro&es a% occupatio%s5 or curtai&i%$ their ri$hts to

participate i% the po&itica& sphere+ A&thou$h )a%' GBTs &ear% to cope ,ith this socia& sti$)a*

these e(perie%ces ca% cause serious ps'cho&o$ica& istress* i%c&ui%$ i))eiate co%se3ue%ces

such as !ear* sa%ess* a&ie%atio%* a%$er a% i%ter%a&i9e sti$)a Hat9e%bueh&er* 0+ Havi%$

sai this* ecaes o! scie%ti!ic research have &e )e%ta& hea&th pro!essio%a& or$a%i9atio%s

,or&,ie to co%c&ue that $a'* &esbia% a% bise(ua& $e%er orie%tatio%s are %or)a& varia%ts o!

se(ua&it'+ These i%c&ue: The A)erica% =s'chiatric Associatio% i% 1"* the A)erica%

=s'cho&o$ica& Associatio% i% 1#* British =s'cho&o$ica& Societ'* the Co&o)bia% Societ' o!

1#



=s'cho&o$'* =s'cho&o$ica& Societ' o! South A!rica* the Austra&ia% =s'cho&o$ica& Societ'* a% the

.%ter%atio%a& Net,or2 o% esbia%* Ga' a% Bise(ua& Co%cer%s a% Tra%s$e%er .ssues i%

=s'cho&o$'+

Attitues o! Fi&ipi%os to,ar esbia%s a% Ga' )e% ha a %e$ative poi%t o! vie, as

prese%te i% the stu' o! @a%a&astas a% De& =i&ar 0#+ The stu' use the ata !ro) %atio%a&

surve's co%ucte b' the Socia& >eather Statio% i% 1 a% 01+ Heterose(is) ,ith the be&ie!

that sa)e-se( re&atio%ship is ,ro%$ or 's!u%ctio%a& a% that these peop&e o %ot eserve a%'

civi& ri$hts sho,e that about 0I o! Fi&ipi%os co%siere that ho)ose(ua&s ca% %ever be

7usti!ie+ O%e out o! !our Fi&ipi%os o %ot ,a%t ho)ose(ua&s to be their %ei$hbors a% that these

be&ie!s i %ot cha%$e si$%i!ica%t&' !or # 'ears !ro) 1 to 01 a% ,ere ,iesprea

re$ar&ess o! $e%er* socio-eco%o)ic status* eucatio%a& attai%)e%t or re&i$io%+

S>S revea&e i% a 014 surve' that )a7orit' or )ore tha% perce%t o! )e% i% the cou%tr' sai

that the' %ever see the)se&ves e%teri%$ i%to a sa)e se( re&atio%ship+

.% @etro @a%i&a* perce%t o! the respo%e%ts sai that there is ;%o possibi&it'< that the' ,i&& $et

i%to a sa)e se( re&atio%ship+ @ea%,hi&e* perce%t i% u9o% outsie @etro @a%i&a or Natio%a& Capita&

Re$io% NCR* # perce%t i% @i%a%ao* a% " perce%t i% /isa'as sai the sa)e+ A%other po&& co%ucte

b' a'&o Surve' i% @a' 01# sho,e that out o! 1 Fi&ipi%os isa$ree i% sa)e-se( )arria$e a% o%&'

14I sho,e so)e,hat a$reeJisa$ree attitue+ .% a% artic&e ,ritte% b' =+8+ De &a Cru9 i% 01# states that

the =hi&ippi%es is %ot a $oo p&ace to be $a' stati%$ reaso%s such as =i%o's i% $e%era& 7ust to&erate* %ot

accept* $a's5 re&i$ious bi$otr' abou%s i% this cou%tr'5 =i%o's co%!use $a' ,ith tra%s$e%er or vice-

versa+ He a&so state that )a%' Fi&ipi%os thi%2 $a' )e% sprea STDs a% H./5 the =hi&ippi%es is a

co%servative %atio%* a% co%servatives o%6t &i2e $a' peop&e to be $a'* a% ,ith that the' too are obsesse

,ith ,hat t,o )e% or t,o ,o)e% o i% private+

Eve% i% co))ercia&s* a%' isp&a' o! ho)ose(ua&it' is a bi$ %o %o+ Accori%$ to a% artic&e b'

1



De&a Cru9 01#* t,o $u's sho,i%$ &ove !or each other is a taboo i% the =hi&ippi%es+ The )eia erasure

o! $a' ro)a%ce is o!!e%sive+ Save @' Husba%6s overit6s a rarit'5 a% the ro)a%tic sce%es bet,ee% the

t,o )a&e prota$o%ists ,ere &i)ite to the) shari%$ s,eet $&a%ces a% caressi%$ each other+ Ga' 2iss is

reserve !or &o,-bu$et i%epe%e%t !i&)s starre b' actors ,ho cou&%6t act to save their &ives+ .t6s taboo

i% &oca& )ai%strea) pro$ra)s* u%!air&' ce%sore b' a ;)ora&&' upri$ht< &oca& re$u&ator' boar ,hose

;chi&-!rie%&'*< ;!a)i&' va&ues-i%spire< ci%e)a i%!o)ercia& is p&ai% %auseati%$+

Sa)e-se( )arria$e is i)possib&e to be &e$a&i9e i% the =hi&ippi%es* as Spea2er Fe&icia%o

Be&)o%te 8r sai+ He %ote that !ro) the poi%t o! vie, o! Fi&ipi%o cu&ture* it6s a% i)possibi&it' !or 3uite

so)e ti)e+ He sai he oes %ot see Co%$ress approvi%$ a bi&& a&&o,i%$ sa)e se( )arria$e because it is

a$ai%st the Fi&ipi%os6 cu&ture+

;The &a, &ives ,ithi% the cu&ture a% %ot the other ,a' arou%*< Be&)o%te sai+ The Catho&ic Church has

a stro%$ i%!&ue%ce o% our )ora& se%se o! ri$ht or ,ro%$* ,hich is i% our &a,s+ Our &a,s have Catho&ic

i%!&ue%ce* ,hich ,i&& be a bi$ oppositio% o% sa)e-se( )arria$e+

1



Chapter "

RESEARCH DES.GN AND @ETHODOOGY

Sa)e-se( re&atio%ship i% itse&! is a se%satio%a& topic to iscuss ,ith var'i%$ poi%t o!

vie,s !ro) severa& auie%ces+ >ith re&i$io% as the )ai% river !or setti%$ the sta%ar a$ai%st its

socia& approva&* )a%' i%iviua&s be&ieve that bei%$ i% a sa)e-se( re&atio%ship shou& be vie,e

%ot ,ithi% the o)ai%s o! restrictive !aith but ,ithi% the co%te(t o! !u%a)e%ta& hu)a% ri$hts

a% hu)a%e ope%-)i%e%ess+ K%o,i%$ a&& o! these* ,e ori$i%a&&' !ou% it i!!icu&t o% ho, to

$rasp the e(act )ea%i%$ a% i)p&icatio% as it is bei%$ to& to us b' the respo%e%ts+ Ho,ever*

seei%$ the purpose o! the stu'* ,e ,ere ab&e to put it i%to 3uestio%s that ,i&&* )ore or &ess*

provie the %ecessar' e%&i$hte%)e%t ,e have bee% searchi%$ !or+

The $e%era& 3uestio% i% our stu' as2s !or that u%i3ue perspective a 'ou%$ ao&esce%t has

about sa)e-se( re&atio%ship+ .t is si)p&' state but 3uite co)p&e( to escribe+ So ,ith the !our

)a7or supporti%$ 3uestio%s* ,e ,a%te to 2%o, 7ust ,hat e(act&' their u%ersta%i%$ is about

the issue* ho, the' ca)e about $etti%$ ac3uai%te ,ith the topic* ,hat their e(perie%ces are as

i%!&ue%ce b' the issue* a% !i%a&&'* ,hat their sta% is re$ari%$ it+ Ta2i%$ i%to accou%t a&& o!

these 3uestio%s* ,e ecie that havi%$ a 3ua&itative research is the best ,a' to e&aborate a%

co)prehe%sive&' e&uciate the 3uestio%s i% a&& its '%a)ics a% !acets+ A% i% orer to capture

the i))eiate a% eep )ea%i%$ o! their a%s,ers* the her)e%eutic phe%o)e%o&o$ica& esi$%

,as e)p&o'e+ The stu' is phe%o)e%o&o$ica& because it esires to co)prehe% the e(perie%ces

a% u%ersta%i%$ o! the stue%ts as a phe%o)e%o%+ =he%o)e%o&o$ica& hu)a% scie%ce research

esires to u%ersta% the !or) o! the hu)a% &i!e,or& as it is &ive i% a' to a' situatio%s a%

re&atio%s+ .t is a&so her)e%eutic because it atte)pte to prese%t u%ersta%i%$s o! these

e(perie%ces throu$h i%terpretatio%* ,hich are co)p&e( a% i!!ere%t !or each i%iviua& /a%

1



@a%e%* 1+ Data !ro) the stue%ts ,ere co&&ecte throu$h i%tervie, ,ith vieo a% voice

recori%$ !or !urther a%a&'sis a% chec2i%$+ Fie& %otes ,ere a&so ta2e% i% orer to accurate&'

escribe the e%tire ata co&&ectio% process+ Further $uie 3uestio%s ,ere )ae to e!!icie%t&' a%

e!!ective&' $uie the i%tervie,ers o% ho, to e(tract the %ecessar' ata+ The $e%eric &ist o! the

$uie 3uestio%s !o&&o,s:

1+ >hat is 'our u%ersta%i%$ about the issue o! sa)e-se( re&atio%ship?

a+ >hat o 'ou 2%o, about sa)e-se( re&atio%ship?

b+ >hat co)poses a ;sa)e-se(< coup&e?

0+ Ho, i 'ou co)e to 2%o, the iea about such se(ua& issue?

a+ >ho i%trouce the iea o! this se(ua& issue to 'ou?

b+ >he% ,as the !irst ti)e that 'ou hear about such co%cept?

c+ >hat ,as the sce%ario or situatio% that &e to the e(posure o! the sai issue?

+ >here i a&& o! these occur?

e+ Ho, is the se(ua& issue bei%$ share or ta&2e about i% 'our schoo&* ho)e* a%

co))u%it'?

"+ >hat are 'our e(perie%ces re$ari%$ the a!ore)e%tio%e se(ua& issues?

a+ Ho, i 'ou respo% upo% 2%o,i%$ about this co%cept?

b+ Di 'ou aopt or accept the %otio% o! that se(ua& issue?

c+ .! 'es* ,hat is the reaso% behi% aopti%$ the propose ieaJ%otio%? A% i! %o* ho,

co)e?

1



+ Do 'ou have a%' perso%a& or share e(perie%ce re$ari%$ the sai issues?

e+ A!ter oi%$ the sai act* i it a!!ect 'ou positive&' or %e$ative&'?

!+ >hat are the !actors or eve%ts that )ae 'ou sa' that it a!!ecte 'ou i% a positive or

%e$ative ,a'?

$+ >hat are the attitues o! sub7ects to,ars their be&ie!s about the sai issues?

4+ >hat is 'our sta% to,ars the issue?

a+ >hat are 'our reaso%s !or havi%$ such sta%?

Episte)o&o$ica& Orie%tatio% o! the Stu'

.% &i$ht o! the %ove& pressures the curre%t societ' i)poses o% the )i%s o! the 'ou%$ a%

pueri&e* it $ave birth to severa& perspectives a% eve% practices that the traitio%a& s'ste) !i%s

u%i3ue* so)eti)es !ro,%e upo%* or ,orse* co%siere a taboo or a $reat eviatio% !ro) the

proper a% pristi%e cu&ture+ Ho,ever* ,e as researchers o %ot ,ish to 7u$e or critici9e the

phi&osoph' o! )a%' 'ou%$sters+ Rather* ,e ,ish to u%ersta% a% 3ua&i!' its post)oer% touch

base upo% the co%te)porar' theories a% pri%cip&es that $over% such iscer%i%$ a% behavior+

He%ce* ,e ee) it %ecessar' to app&' the co%cept o! post)oer%is) as the episte)o&o$ica&

approach i% u%ersta%i%$ the various perspectives o! the stue%ts+

=ost)oer%is) is a co)p&e( co%cept* a% so)eti)es i!!icu&t to e!i%e !or it ca% be use

i!!ere%t&' i% bet,ee% iscip&i%es* i% this post)oer% era ,here )u&tip&e vie,poi%ts a% iverse

,or& vie,s have ta2e% over the oppressive authoritaria%is) a% o$)atis) that acco)pa%ie

the so ca&&e ;truth+< This orie%tatio% te%s to e&ete %or)s o! behaviour such as heterose(ua&it'

,as tur%e i%to a %or) ,here a&& other !or)s o! se(ua& e(pressio% ,ere eviatio%s+ Foucau&t

0



1: The Histor' o! Se(ua&it' /o&u)e 1 This co%cept !o&&o,s phi&osophica& te%ets*

co&&ectivis)* socia& sub7ectivis)* a%ti-rea&is)* a% co&&ective e$a&itaria%is)+ >he% ta2e% i%to the

sta%poi%t o! ho)ose(ua&it'* sa)e-se( re&atio%ships a% bei%$ $a' or &esbia% ta2es the e!e%ce

$rou%e !ro) post)oer%is)+ Accori%$ to 8uith But&er* $e%er is %ot si)p&' the %atura& a%

appropriate socia& e(pressio% o! a se(e bo'* but is a !&ui ie%tit' that is a&,a's a&rea' i% a

state o! e!erra&* L%ever !u&&' ,hat it is at a%' $ive% 7u%cture i% ti)e+6 Heterose(ua&it'* as a

co%structe cate$or' o! )oer%it'* is !&eeti%$* a% its per)a%e%ce is i&&usor'+ .t is but o%e o! a%

i%!i%ite %u)ber o! ;se(ua&ities+< But&er* 1 As such* the a!ore)e%tio%e theories a%

co%cepts o! post)oer%is) ,ere use to a%a&'9e a% i%terpret the respo%ses o! the i%tervie,ees+

A&thou$h there is %o e!i%e co%struct or set o! criteria to $o about i% the i%terpretatio%* the )ai%

e!i%itio% o! theories a% co%cepts shou& be su!!icie%t to provie ae3uate $rou%,or2 !or

euctio% o! )ea%i%$s a% i)p&icatio%s as post)oer% perspectives !ro) their tra%scripts+

Research =rocess

=repari%$ !or the i%tervie, ,ith the stue%ts ,as the eas' part o! it a&&+ A research

proposa& ,as i%itia&&' ra!te a% chec2e b' our research aviser a% a% o!!icia& &etter o! re3uest

to co%uct research ,as )ae to be se%t to the pri%cipa& o! Do)i%$o acso% Natio%a& Hi$h

Schoo&+ >e perso%a&&' brou$ht the &etter to the sai schoo&+ The i%stitutio% is &ocate i% Sta+ C&ara

Subivisio%* Baco&o Cit'+ .t ,as about a # )i%ute rive !ro) our hea&th scie%ce ca)pus+ The

U%iversit' o! St+ a Sa&&e-Co&&e$e o! @eici%e a% Co&&e$e o! Nursi%$ Hea&th Scie%ce Ca)pus*

,here our c&asses are he&* is situate a&o%$ the bus' acso% street o! Baco&o cit'* 7ust a7ace%t

to the Cora9o% ocsi% @o%te&iba%o @e)oria& Re$io%a& Hospita&+ Severa& )oer%-esi$%e

estab&ish)e%ts &i%e the &o%$ stretch o! acso% street ,hich ra%$e !ro) various !ast !oo

01



restaura%ts such as 8o&&ibee to c&ass' hote&s &i2e 6Fisher+ .t6s a &o%$ 3ueue o! ba%2s* restaura%ts*

o!!ices a% hote&s+

>e ,e%t ahea to visit the =ri%cipa& a% Guia%ce cou%se&or o! the sai i%stitutio% ar)e

,ith the &etter o! per)issio% at ha%+ O%e o! the $roup )e)bers ha bee% to the schoo& severa&

ti)es a% ,as ver' )uch !a)i&iar o% ho, to $et there+ >e roe a% .su9u SU/ ,ith seve% o! us

occup'i%$ the vehic&e to !u&& capacit'+ Fro) the Hea&th Scie%ce Ca)pus to DNHS* it ,as a te%

)i%ute rive a&o%$ a )a7or stretch o! acso% street passi%$ 10 b&oc2s spa%%i%$ severa& ba%2s*

hote&s* restaura%ts* $aso&i%e statio%s* ca&& ce%ter o!!ices a% a )a&& be!ore ,e tur%e &e!t to a%

access roa %ear opue6s @a%a&a$a% e%teri%$ Sa%ta C&ara subivisio%* ,here the schoo& is

&ocate+

.t is positio%e a&o%$ a roa 7ust i% the )i&e o! t,o to&& $ates o! the subivisio%+ The

outsie ,a&&s o! the schoo& are artistica&&' esi$%e ,ith various co&ors+ The schoo& is sta%i%$ i%

a t,o a% a ha&! hectare &a% ,ith o%e )ai% bui&i%$ !or the pri%cipa&* !acu&t' roo)* $uia%ce

o!!ice* ho)eroo) o!!ice a% $rae 1 c&assroo)s a% !ive other bui&i%$s that co%stitute the

c&assroo)s* schoo& ca!eteria* tech%o&o$' a% &ive&ihoo ce%ter* a% the $')%asiu)+ The !acae is

borere b' se)i-co%crete a% stee& !e%ces ,ith t,o oub&e-oor ora%$e $ates ,ith o%e o% each

sie+ As ,e e%tere the schoo&* ,e c&eare our i%te%t a% be&o%$i%$s ,ith the securit' perso%%e&

i%sie his s)a&& o!!ice ri$ht besie the e%tra%ce $ate+ Be'o% the securit' o!!ice* a s3uare

a&u)i%u) !e%ce bota%ica& $are% i% the )i&e o! a s)a&& eco-par2 i% the &e!t sie o! the schoo&

)ai% bui&i%$ is %oticeab&e+ At its peripher' to the &e!t spa%s a ha&&,a' ,ith s)a&& o%e-oor

bei$e-pai%te c&assroo)s a&o%$ it proceei%$ to the bac2 o! the schoo& ,ith t,o roo!e path,a's

co%%ecti%$ to the )ai% bui&i%$+ Be'o% the hu$e Acacia trees i% the eco-par2 is the schoo&6s

hu$e co%crete $')%asiu) ,ith a%other t,o-stor' bui&i%$ ri$ht past the $ree% $rass' !ootba&&

00



!ie& 7ust a!ter the $')+ >e ,a&2e a !e, steps throu$h the rive,a' 7ust i% !ro%t o! the )ai%

bui&i%$ ,here a s)a&& Gu)a)e&a a% Sa%ta% !&o,er $are% is !ou% ri$ht i% the )i&e ,ith

!our co%crete be%ches i% the sies a% sto%e s&ab path,a's i%tersecti%$ at a ta&& statue o! 8ose

Ri9a&+ The )ai% bui&i%$ is o! three t,o-!&oor ivisio%s over&oo2i%$ the ce%ter $are% ,ith the

pri%cipa&6s o!!ice i% the ce%ter bui&i%$-sectio%* !acu&t' roo)* $uia%ce o!!ice a% !our o! the

$rae 1 c&assroo)s i% the !irst !&oor+ Si( o! the $rae te% c&assroo)s are i% the seco% !&oor

,hi&e the re)ai%i%$ !ive c&assroo)s are i% the seco% bui&i%$ 7ust behi% the )ai% o!!ice ,hich

is accessib&e b' t,o path,a's o%e o% each sie o! the ce%ter-bui&i%$ sectio%+

>e e%tere the pri%cipa&6s o!!ice throu$h the biirectio%a& $&ass oor a% $ot i%itia&&'

,e&co)e b' the secretar' at the receptio% es2+ Over&oo2i%$ the secretar'6s &o%$ ,ooe% es2

is a hu$e )irror a% 7ust ri$ht at the ce%ter o! the receivi%$ vestibu&e is a s)a&&-sca&e )oe& o!

the schoo&+ A%%ou%ce)e%t bu&&eti% boars are !ou% across the ,a&&s a% to the ri$ht o! the

receptio% es2 is a ,hite ha&&,a' $oi%$ to the !acu&t' co%!ere%ce roo)+ Across the es2 to the

opposite e% is the )ai% bro,% oor o! the pri%cipa& ,here ,e* u%!ortu%ate&'* i%6t e%ter as

,ere re3ueste b' the secretar' to &eave the &etter ,ith her si%ce the pri%cipa& ,as curre%t&' bus'+

As ever'thi%$ ,as !or)a&&' set* ,e ,e%t bac2 to the hea&th scie%ce ca)pus a% p&a%%e o% ho,

to se&ect the i%tervie,ees+

Fi$ure 1+ =a%ora)ic vie, o! the schoo& )ai% bui&i%$+

0"



.t ,as )i-Dece)ber 01# ,he% the &etter ,as passe a% approve b' the =ri%cipa& a%

o!!icia&&' e%orse to the Guia%ce O!!ice+ >e i%icate i% the &etter that the i%tervie, be o%e

,ithi% the ca)pus !or securit' purposes a% uri%$ the Christ)as brea2+ >e ,e%t to the schoo& a

coup&e o! ti)es uri%$ our c&ass brea2s 7ust to i%itia&&' as2 stue%ts ,ho are ,i&&i%$ to be

i%tervie,e+ Choosi%$ e&eve% 11 i%tervie,ees ,as%6t 3uite eas' co%sieri%$ the stue%ts ha

Fi$ure 0+ Goo$&e Earth vie, o! DNHS+

04



c&asses a% so)e o! the) ,ere%6t ,i&&i%$ or ,ere sh'+ A)o%$ the severa& sectio%s arou%* )ost

o! the stue%ts ,ere !ro) sectio% " a% o%e !ro) sectio% o%e+ Co%sieri%$ the ob7ectives o! the

stu'* ,e )ae sure that there are bo's* $ir&s a% eve% 7ust o%e $a' or &esbia% i% the $roup+

.%viti%$ the %ecessar' $a' or &esbia% i%iviua& ,as 3uite cha&&e%$i%$ si%ce )ost o! the) ,ere

sh' to be i%tervie,e+ Ho,ever* ,e ,ere ab&e to $et o%e o! each+ U%!ortu%ate&'* it ,as%6t that

)uch o! a re&iab&e assess)e%t i! the' ,ere rea&&' $a' or &esbia% si%ce ,e o%&' re&ie upo% the

observatio% o! their !e&&o, c&ass)ates+ >e e(p&ai%e to the stue%ts that ever'thi%$ is

co%!ie%tia&+ A &etter to their pare%ts a% i%!or)e co%se%t ,ere $ive% to the stue%ts a%

proper&' orie%te o% ,hat to o ,ith the ocu)e%ts+ Their co%tact i%!or)atio% ,as ta2e% o,%

a% the' ,ere proper&' i%structe that the !irst ,ave o! i%tervie, ,i&& be co%ucte uri%$ the

Christ)as brea2+ A&& o! the) a$ree+

>he% the ate o! the !irst ,ave o! i%tervie, arrive* ,e )ae sure that ,e ha a !e)a&e

co)pa%io% to co%uct a% i%tervie, to those !e)a&e i%tervie,ees+ This is to avoi a%' isco)!ort

or u%%ecessar' hesitatio% !ro) the stue%ts+ To o this 7ob* ,e as2e our ear c&ass)ate @iss

Fra'%e @arie Ta)pus+ She is a %ursi%$ $rauate ,ith e(te%sive e(perie%ce i% rura& hea&th

teachi%$+ He%ce* ,e ,ere ver' co%!ie%t to have her i% our i%tervie,+ >e brou$ht a&& recori%$

evices a% research )ateria&s to the schoo& auio-visua& roo) ,here the i%tervie, ,as

co%ucte+ That a' ,as a&so the ver' a' @iss =ia >ur9bach ,as cro,%e as @iss U%iverse

01#+ >e 2%e, this because ,e $ot to ,atch the &ive te&ecast i% the schoo& ,ith the securit'

$uars a% the 7a%itor+ Yes* ,e $ot to o this because the stue%ts arrive &ate that a' ,hich

$ave us severa& hours to 2i&&+ Surprisi%$&'* o%&' three i%tervie,ees arrive that a' ,ho a&&

arrive uri%$ the a!ter%oo%+ A)ist the u%a%i)ous 'es ,e $ot be!ore that the' ,ere i%ee

co)i%$ a% the re&e%t&ess te(ti%$ a% ca&&i%$ atte)pts ,e )ae to co%tact the)* o%&' a !e, ca)e

0#



!or the i%tervie,5 three o% the !irst a' a% o%e o% the seco% a'+ >e &ater ecie that the rest

o! the i%tervie,s be co%ucte uri%$ the ope%i%$ o! c&asses+ Duri%$ the thir ti)e* ,e ,ere ab&e

to i%tervie, seve% )ore stue%ts i% o%e o! the e)pt' c&assroo)s i% the schoo&+ A&& i% a&&* ,e

i%tervie,e !e)a&es a% 4 )a&es !or this research ,ho ,ere a&& $rae 1 stue%ts !ro) either

sectio%s "* 4 or 1 a% are o! 1 to 1 'ears o! a$e+ Fie& %otes ,ere )ae !or each i%tervie, ,ith

correspo%i%$ vieo a% sou% recori%$+

A&& i%tervie,s ,ere the% co&&ate a% tra%scribe ,ith o%&' the !irst %a)es o! the

i%tervie,ees coe ,ho are %a)e&'* ,ith %o particu&ar orer* 8e%e&&a* 8a% @arie* Fruttie* 8oh%

Gabrie&* Kie!er* Re$i%e* Ka'&a* orai%e* @ar' @iche&&e* Ra')ar2 a% Ric2' @arti%* !or

the)atic !or)u&atio%* a%a&'sis a% i%terpretatio%+ Si)i&arities across i%tervie,s ,ere use to

!or)u&ate the)es per research 3uestio% a% i!!ere%ces ,ere a%a&'9e !urther a% i%terprete

base o% e(isti%$ ps'cho&o$ica&* behaviora&* co$%itive* e)otio%a& eve&op)e%t a%

biops'chosocia& theories+

Chapter 4

=EE.NG THROUGH >HAT THEY KNO>

0



Fi$uri%$ out the )u&ti!acete %ature o! hu)a% behavior is a !eat that ever' )a% has trie

'et has %ot succeee+ The e%tiret' o! )a% i% itse&! is a% e%i$)a+ Not a si%$&e theor' ca%

e&aborate the i%!i%ite possibi&ities )a% ca% pote%tia&&' acco)p&ish+ Ho,ever* strippi%$ a !iber o!

)a% o%e si)p&e thou$ht* act or )o)e%t o! his &i!e at a ti)e 7ust to rea&i9e that part o! hi) is

possib&e+ A% to u%ersta% that rea&) o! behavior ,ith re$ars to ho)ose(ua&it'* ,e e&ve

eeper i%to the u%ersta%i%$ o! a $ro,i%$ ao&esce%t 7ust as to ,hat sa)e-se( re&atio%ship is !or

hi)+

.% this chapter* the !irst prob&e) 3uestio% is bei%$ a%s,ere+ >hat is the $e%era&

u%ersta%i%$ o! the stue%ts re$ari%$ the issue o! sa)e-se( re&atio%ship? .% this i%3uir'* the

i%iviua& perspective o! the each i%tervie,ee is e(a)i%e as to 7ust ho, the' 2%o, the issue+ A

si)p&e )ea%i%$ to the iea o! sa)e-se( re&atio%ship )a' 7ust be that tacit a% brie! !or so)e but

the 3uestio% itse&! )a' $o eeper i%to the perso%a&it' o! the i%iviua& co%sieri%$ ho, he

a%s,ers it* the choice o! ,ors bei%$ use* the )a%%er o! a%s,eri%$ it* a% the !u% o!

i%!or)atio% bac2e upo% the co%cept+ Other etai&s )a' co)e i%to &i$ht that )a' she !urther

i%terpretatio% o! their a%s,er ,hich &itera&&' creates the the)e !or such respo%se+

For this 3uestio%* the !o&&o,i%$ the)es ,ere s'%thesi9e: ;@' &ove* )' !e&&o, $e%er<

a% ;Sa)e-se( ,ith Be%e!its+<

@' ove* @' Fe&&o, Ge%er

This the)e ,as !or)u&ate !ro) ei$ht i%tervie,ees ,ho a&& vie,e sa)e-se( re&atio%ship

0



as 7ust a re&atio%ship bet,ee% t,o peop&e o! the sa)e $e%er+ Their epth o! u%ersta%i%$

oes%6t i!!er si$%i!ica%t&'+ .% this the)e* the' see sa)e-se( re&atio%ship )ore o! a% e)otio%a&

e%cou%ter ,here t,o i%iviua&s o! the sa)e se( share )utua& a!!ectio% to,ars each other+

.% the =hi&ippi%e histor'* ta&es o! )a&es bei%$ ro)a%tica&&' i%ti)ate ,ith a%other )a&e

a% so ,ith !e)a&es to a%other !e)a&e are 3uite rare to !i% or to substa%tiate+ A% i! there ,ere

i%ee stories* the' )a' have !a&&e% i%to ea! ears or &ost throu$hout the 'ears !or the' )a' have

e(iste as ru)ors or t'pica& househo& hearsa's+ Ho,ever* ho)ose(ua&it' i% our histor'* ,hich

,as )ore pro%ou%ce i% )a&es* ,as )ore o! cross ressi%$* e!!e)i%ac' a% $e%er tra%sitive

behavior+ The t'pica& cu&ture the%* a% )a'be u%ti& %o,* ta$ these i%iviua&s as ;ba2&a< i% the

%atio%a& &a%$ua$e ,hich a&so ha co%%otatio%s as bei%$ co%!use or bei%$ a co,ar+ But i% our

)oer% societ'* these ;ba2&a< are $ai%i%$ co%!ie%ce a% rise i% %u)ber ue to the popu&ar

sprea o! &ibera& thi%2i%$ a% sa)e-se( )arria$e &e$a&i9atio%s i% )a%' !orei$% cou%tries+ As it is

proc&ai)e a% e!e%e i% their states* a ho)ose(ua& is &i2e a%' other perso% or hu)a% bei%$

capab&e o! &ove* care* hu)a%e actio%s a% a!!ectio%5 a% thus* eservi%$ to have the sa)e e3ua&

ri$hts to &i!e a% &ibert'+ This ar$u)e%t has )ae a )a7or i)pact across a&& peop&e* %ot o%&'

ho)ose(ua& i%iviua&s* arou% the $&obe5 he%ce* has shape the perceptio%s o! )a%' about

peop&e i%vo&ve i% a sa)e-se( re&atio%ship+ Subse3ue%t&'* that e)otio%a& aspect o! hu)a%

re&atio%ship a)o%$ i%ti)ate sa)e-se( coup&es has bee% $raspe as a% u%ersta%i%$ o! sa)e-se(

re&atio%ship5 er$o* the a!oresai the)e+

A&thou$h this i%terpretatio% )a' sou% too co)prehe%sive i% co%trast to the brevit' o!

a%s,ers $ive% b' the stue%ts* the )ea%i%$ i% itse&! is accurate to their respo%ses+ For i%sta%ce*

8e%e&&a a%s,ere the 3uestio% ,ith si)p&e ,ors:

"ame-se# relationship is like that of a lesbian and a girl together. $hey are both girls.

0



The sa)e $oes !or the state)e%t o! 8a% @arie ,he% as2e o! the sa)e 3uestio%:

%irl to girl relationship and boy to boy relationship.

This ,a' o! e(p&ai%i%$ their a%s,er is ver' si)i&ar to !ive other i%tervie,ees e(cept that

o! 8oh% Gabrie& ,hich sho,e to be )ore e)phatic:

"ame se#& hmmm& it is a desire of an individual to make love with another individual. $here

are gay men. And we know that they want to do it with another man. $here are also lesbians. And

they also want to do it with another woman. $his is because they saw and felt that they are for

their fellow person of the same se# and they want it.

.% his state)e%t* 8oh% Gabrie& )e%tio%e the ter) ;)a2e &ove< a% %ot a%' other phrase

to escribe a% i%ti)ate e%cou%ter+ He e)phasi9es the iea o! !ee&i%$s to be i%ti)ate ,ith a%other

perso% i% the sa)e $e%er a% that bei%$ i% a sa)e-se( re&atio%ship is %ot 7ust a t'pica& choice

o%e )a2es but a% i%%er reve&atio% o! ,hat the' tru&' esire+ But the% a$ai%* their u%ersta%i%$

about the issue is %ot &i)ite to this a&o%e+ .t ,as 7ust )ae to a poi%t that the iea o! a )utua&

re&atio%ship bears )ore ,ei$ht i% their perceptio% tha% other etai&s the' 2%o,+

The si)p&e a% co%cise a%s,ers o! )ost o! the i%tervie,ees )e%tio%e above spea2s

)ore o! the usua& i%i!!ere%ce or %aivet' peop&e have to,ars the issue+ The' te% to thro, the

topic irect&' a% i% a &ess ,ore )a%%er+ .t6s either the' 2%o, a% 7ust o%6t care or

i%te%tio%a&&' 7ust o%6t care that6s ,h' the' 2%o, &ess+ Sa)e-se( re&atio%ship is see% as a passi%$

issue u%&ess the' the)se&ves are i%vo&ve+

O% the other ha%* the case o! 8oh% Gabrie& e%tai&e a )ore substa%tia& approach i%

atte)pti%$ to e(p&ai% the co%cept o! sa)e-se( re&atio%ship+ .t is evie%t i% his state)e%t that he

,as ta2i%$ the ti)e to thi%2 a% a%s,er the 3uestio%+ He ,as )a'be cautious about the ,ors

that )a' co)e out a% &ater be )isi%terprete+ >he% he ,as as2e that 3uestio%* as per !ie&

0



%otes* there ,as a hi%t o! a%(iet' i% his actio%s as evie%ce b' his i%cessa%t che,i%$ ,hi&e

stati%$ his respo%se+ Ho,ever* it is c&ear that he i%te%e to e(pou% the co%cept i% a ,a' that

poi%ts reaso% a% situatio% a% %ot 7ust a irect shot to the e!i%itio%+

Sa)e-se( ,ith Be%e!its

The other sie o! seei%$ sa)e-se( re&atio%ship ha this the)e ,hich !ocuse o% the

ph'sica& co%%otatio% o! ho)ose(ua&it'+ Their respo%se ,as ce%tere upo% the iea that sa)e-se(

re&atio%ship is 7ust a boi&' act o! se(ua& i%tercourse bet,ee% t,o peop&e o! the sa)e se(

especia&&' those i%vo&vi%$ t,o )a&es+ Sa)e-se( re&atio%s bet,ee% )a&es have a&,a's he&

ce%ter-sta$e i% the rea&) o! ho)ose(ua&it'* !ro) the pre)oer% era ,here it ,as co%strue as a

taboo a% eve% pu%ishab&e a)o%$ pious Catho&ic a% Christia% o$)atists* to the post)oer%

era ,here the i%ti)ac' a% !&esh&' se(ua&it' ,as see% as a%other t'pe o! se(ua& e(pressio% that

tra%sce%s e3ua&&' as a %atura& a&o%$ ,ith the t'pica& heterose(ua&+ Accori%$ to Foucau&t i% his

,riti%$ the ;Histor' o! Se(ua&it'*< ho)ose(ua&it' ori$i%a&&' ha this i)pact o! a )ere ph'sica&

e%cou%ter bet,ee% t,o )a&es especia&&' uri%$ the Greco-Ro)a% a% =ersia% era ,here )e% o!

hi$h pub&ic stature ,ou& e%$a$e i% se(ua& i%tercourse ,ith a%other )a% either o! &o, or e3ua&

ra%2+ This ,as%6t see% as a ro)a%tic attractio% at a&& but rather 7ust a%other &ust!u& happe%sta%ce+

Ho,ever* i% our curre%t setti%$* se(ua& i%tercourse is see% as a% i%te$ra& e&e)e%t o! a% i%ti)ate

re&atio%ship a% bears the hi$hest !or) o! ro)a%tic co))u%icatio%+ This a% that o!

)isperceive a!!ectio%s o! &ove throu$h se( a% the )u%a%e &ust!u& esire has prope&&e coitus

as a% i))i%e%t e%tit' o! the post)oer% hu)a% behavior that a!!ects %ot o%&' the ho)ose(ua&

$roup* but a&so the )ore popu&ous heterose(ua& co))u%it'+ This i% tur% has i%!&ue%ce the

u%ersta%i%$ o! )a%' i%iviua&s subse3ue%t&' )a2i%$ it a% evie%t the)e a)o%$ the

"



respo%ses o! the i%tervie,ees+

For i%sta%ce* i% the a%s,er o! Kie!er* it ,as brie! but stereot'pe upo% the iea o! coitus

as sho,% be&o,:

'mmm& ahhh& same gender having se#ual intercourse.

A&thou$h s&i$ht&' i!!ere%t i% ter)s o! co%te%t o! the e%tire respo%se i% ter)s o! the

i%vo&ve)e%t o! sa)e-se( )arria$e* Ra')ar2 state the act o! se( bet,ee% t,o )a&es or !e)a&es

as the pri)ar' u%ersta%i%$ !or sa)e-se( re&atio%ship ,hich i%icate subse3ue%t&':

$wo people& two people of the same se#& like two males having se#&and getting married.

O% the other ha%* Ric2'6s a%s,er ,as structure i% a e!e%sive approach ,here it is

!ocuse o% the %e$ative perspective o! )a&e-to-)a&e ho)ose(ua&it' ,ith se(-!or-)o%e' bei%$

i%vo&ve+ He i%6t a%s,er the 3uestio% irect&' but rather $ave a% e(p&a%atio% o! ho, ba so)e

ho)ose(ua& i%iviua&s are+ His respo%se so)eho, spo2e about his sta% about the socia& issue+

Neverthe&ess* his u%ersta%i%$ about it is e)bee ,ithi% his ,ors+ His respo%se to the

3uestio% ,as:

Because sir, sometimes a guy who is gay has a bad behavior. 'e is giving his, for e#ample, his

boyfriend money in e#change for se#ual favors. $he boyfriend, who is not gay, will !ust simply

say yes because of the money.

The a%s,ers o! Ra')ar2 a% Kie!er sho,e brevit' but a &itt&e care!u& a% a%(ious i%

stati%$ it+ Both o! their !ie& %otes i%icate )a%%eris)s o! a%(iet' ,hi&e respo%i%$ to the !irst

!e, 3uestio%s+ Ho,ever* the' poi%te out their ho%est' to the issue that the' see it )ore as but a

)atter o! se(ua& e%cou%ter+ But it shou& be poi%te out that the' are %ot e%tire&' co%strai%e

,ithi% this iea+ Further)ore* their cautious%ess i% e&iveri%$ their respo%se co%%otes a hi%t o!

"1



e)barrass)e%t+ Neverthe&ess* such a%s,ers i)p&' a si$%i!ica%t e!!ect o! e(perie%ce to their

u%ersta%i%$ co%sieri%$ its crue %ature+ The respo%se o! Ric2' to,ars the 3uestio%* i% this

re$ar* ho&s the $reater bac2bo%e o! e(perie%ce+ Fie& %otes sho,e hi) to be a bit %ervous

about the i%tervie, evie%ce b' his stutteri%$ a% !ast ta&2i%$ but portra'e a stea' &oo2 ,ith a

s)i&e ri$ht be!ore a%s,eri%$+ Ric2'6s ,a' o! !i%i%$ the ,ors to e(p&ai% his a%s,er ,ith the

aitio% o! a% e(a)p&e i% his state)e%t epicts the $ross %ature o! his e(perie%ce ,hich

i%tri$ue us to e&ve eeper i%to the !actors that i%!&ue%ce such perceptio%+

Chapter #

THE SEED OF THOUGHT

The birth o! a&& co%ceive theories a% i%ve%tio%s a&,a's co)e !ro) a% e&aborate sche)e

o! i%terre&ate eve%ts that spa,%e a% bore roots !ro) that si%$&e see o! circu)sta%ce or

thou$ht+ The i%iviua&&' u%i3ue opi%io%s ,e a&& have* that )a%%er a% se%se o! !ashio% ,e

"0



possess* or eve% that si)p&e choice o! )a2i%$ a ri$ht or &e!t tur% are a&& brou$ht about b' a si%$&e

sa&ie%t e%tit' or eve%t i% the perso%6s &i!e+ .% this chapter* ,e u%rave&e the e&aborate !abric o!

i%cie%ts i% the i%tervie,ees past so as to !i% out ,hat t'pe o! occurre%ce )ae the !irst i)pu&se

o! u%ersta%i%$ the issue o! sa)e-se( re&atio%ship+ This chapter revo&ves arou% the research

3uestio%: >hat is the source or )ea%s o! ori$i% o! their u%ersta%i%$ about the a!oresai socia&

issue?

.% our a'-to-a' e%cou%ters ,ith peop&e throu$h a&)ost ever' )ea%s possib&e %o,aa's

have shape )ore o! our va&ues a% ho, ,e thi%2 tha% ,e actua&&' 2%o, it+ >ith the curre%t

tre% o! )oer%i9atio%* i%!or)atio% !&o,s a% is )ae 2%o,% to ever'o%e ,ith 7ust a c&ic2 o! a

butto%+ Ever'thi%$ is %o, so eas' to $rasp a% so !ast to ac3uire+ Ti)es are cha%$i%$ raica&&'

a% our o,% cu&ture is bit b' bit bei%$ i)i%ishe or cha%$e a%e,+ A stu' co%ucte b' O$e%a

1 sho,e i))e%se re!or)atio%s o! ratio%a&i9atio% a)o%$ the Fi&ipi%o 'outh+ The iea&ist

,a' o! thi%2i%$ brou$ht about b' ce%turies o! cu&tura& a% re&i$ious i%!&ue%ce b' the Catho&ic

Church has %o, shi!te to the pra$)atist6s ,a' o! phi&osoph'+ .% a% artic&e b' A%$e&a Sa%tos i%

the =hi&ippi%e Star 0* it ,as e)phasi9e that the va&ues o! toa'6s 'outh i!!er ver' )uch

!ro) those o! the o&er $e%eratio%s+ Toa'6s 'outh have %o, bee% i%!&ue%ce ba&' b' )oer%

&i!est'&es* brou$ht about b' ,hat the' see a% &ear% !ro) )ovies* cab&e T/ a% the .%ter%et+

The' are )ore care!ree %o, a% )ore pro%e to peer pressure+ Because o! access to $a$ets &i2e

ce&&pho%es a% CDJD/D p&a'ers* co)puters a% the i%ter%et* the' $et to hear a% see thi%$s that

,ere u%2%o,% a% %ever e(iste be!ore+ Ho,ever* i% the rece%t stu' b' Fo%a%cier 01* she

%ote that )ost o! the Fi&ipi%o u%)arrie 'outh are sti&& co%servative i% their attitues to,ar

ho)ose(ua&it' a% pre)arita& se( a% sti&& !ir)&' be&ieve upo% the teachi%$s o! their pare%ts

a% Catho&ic or Christia% schoo& teachers+ Eve% i% our previous stu'* $rae 1 stue%ts !ro) a

""



certai% pub&ic schoo& i% Baco&o cit' $e%era&&' sho,e to isa$ree i% the )atters o! sa)e-se(

re&atio%ship but a certai% proportio% sho,e other,ise+

To !urther a% %arro, the search !or such source or )ea%s o! ori$i% o! their

u%ersta%i%$* the !o&&o,i%$ the)es ,ere !or)u&ate a!ter $oi%$ throu$h the respo%ses o! the

stue%ts: ;@eia Beca)e @' .ea*< ;So)eo%e C&ose to @e Sho,e @e*< ;>hat Happe%e

Arou% Du)b!ou%+<

@eia Beca)e @' .ea

This the)e e(p&ai%s e(te%sive o! i%!&ue%ce o! )eia to the )i%s o! the respo%e%ts that

eve% !ro) the ver' i%itia& e(posure or e%cou%ter to such socia& issue* the i%ter%et* T/ sho,s*

raio se$)e%ts a% pri%te reai%$ )ateria&s p&a'e the )a7or ro&e+ Accori%$ to the stu' o!

a%u9a i% the )eiati9atio% o! the Fi&ipi%o 'outh cu&ture* the 'ou%$sters o! this $e%eratio%*

ri$ht&' or ,ro%$&'* are the proucts o! )ass )eia )ore tha% $e%es or schoo&* or &east o! a&&* o!

the ho)e+ @ass )eia toa' sta%s as the )ost !or)iab&e i%stitutio% to rec2o% ,ithi% preicti%$

the !uture behavior a% attitues o! 'outh+ The i)pact* ho,ever* o! )ass )eia o% 'outh cu&ture

)ust be situate ,ithi% the &ar$er co%te(t o! the =hi&ippi%e socia& s'ste)+ Give% a cou%tr' ,ith a

re&ative&' 'ou%$ popu&atio%* ,ith preo)i%a%t&' traitio%a& va&ues a% attitues* )ass )eia has

to co%te% ,ith this socia& )i&ieu+ But* co%sieri%$ the t'pica& %ature o! Fi&ipi%os o! havi%$ that

co&o%ia& )e%ta&it'* &ibera& ieas per)eate )ore o!te% a% !ar-reachi%$ the a,are%ess o! )a%'

peop&e a% socia& cha%$es i% the $e%era& attitue o! )a%' is beco)i%$ )ore a% )ore evie%t b'

the )i%ute+ Thus* this the)e ca)e to &i$ht i% e&uciati%$ the $rou%,or2 o! the stue%ts6

perspective to,ars sa)e-se( re&atio%ship+

@a%' o! the i%tervie,ees state that )ass )eia ,ere o%e o! the !irst )ea%s the' $ot

"4



e(pose to the iea o! sa)e-se( re&atio%ship+ .% the case o! 8e%e&&a* she escribes her )eeti%$

,ith the issue throu$h bro,si%$ the i%ter%et:

'mmm& through research in google. First of all, the internet can give more information

especially the ones you are not e#pecting or looking for that even a five-year-old kid can see.

8e%e&&a e)phasi9es the !act that i%!or)atio% throu$h the i%ter%et is %o, so ope% that eve%

a ver' 'ou%$ chi& ca% $ai% access especia&&' throu$h the eas'-search i%terphase o! Goo$&e+ .%

aitio%* search e%$i%es such as Goo$&e are 7ust o%e o! the )a%' sites peop&e ca% use to search or

vie, i%!or)atio%+ For i%sta%ce* socia& %et,or2i%$ sites such as Faceboo2 have )ae $&oba&

cha%$es i% co%%ectivit' a% i%!or)atio% shari%$ that tee%s are $etti%$ i%to the !a o! bei%$ a%

active o%&i%e )e)ber+ .% the respo%se o! Ric2'* this see)s to be 7ust the case:

In Facebook sir. $here is something I saw sir. A video sir& that of a guy being in-love with

another man or a gay. 'e fell in-love with the gay guy because of his good attitude. 'e is good.

Fro) shari%$ )usic* !i&es* to vieos* socia& %et,or2i%$ sites are beco)i%$ the tre% o!

the $&oba&i9e ,or&+ The &eai%$ site i% this aspect is Faceboo2 ,ith )ore or &ess # bi&&io%

)e)bers !ro) a&& cou%tries arou% the $&obe+ Ho,ever* a&thou$h the i%ter%et )a' have

overta2e% the atte%tio% o! )ost i%iviua&s* other )ea%s or )eia such as throu$h Te&evisio%

sho,s a% )ovies have $ive% their !air share i% the ,or& )ar2et o! i%!or)atio% shari%$+ Such is

the case o! Ka'&a ,ho ,as )ae a,are about the issue throu$h T/ &oca& %e,s:

I heard it through the news because I was watching $(. I heard in the news that many foreign

countries allow the marriage of a woman to another woman and man to another man. $hrough

that I learned about same-se# relationship.

>e ca% i%ee sa' that )ass )eia has shape a% i%!&ue%ce a bi$$er part o! us5 but as

our cu&ture o! bei%$ c&ose&' 2%it as a !a)i&' a% a co))u%it'* certai% i%!&ue%ces are a&so !irst

"#



brou$ht to us b' the peop&e c&ose to us+ Such is e(p&ai%e i% the %e(t the)e+

So)eo%e C&ose to @e Sho,e @e

.% this the)e* ,e e(p&ore the sce%ario o! socia& re&atio%ships a% irect socia& i%!&ue%ce

as the )ai% river o! e(posure to the issue o! ho)ose(ua&it'+ Speci!ica&&'* this the)e e%tai&s the

situatio% ,here a perso% !irst $ot ho& o! the iea a% u%ersta%i%$ o! sa)e-se( re&atio%ship

throu$h iscussio%s ,ithi% the !a)i&' or c&ose circ&es a)o%$ !rie%s or re&atives+ This beca)e

o%e o! the )a7or the)es !or it is i% our cu&ture* i% our core va&ues the attitue o! p&aci%$ our

!a)i&' i% the ce%ter o! our atte%tio% a% respo%sibi&it'5 a% that* as a basic socia& u%it i% our

Fi&ipi%o co))u%it'* the !a)i&' is co%siere a% i%te$ra& part i% the pro)otio% o! co$%itive a%

e)otio%a& eve&op)e%t o! a perso%+ As it is part o! our Fi&ipi%o cu&ture o! bei%$ hospitab&e a%

$e%erous to o%e a%other* the t'pica& !a)i&' is %ot co%strai%e ,ithi% the bou%s o! b&oo-

re&atio%s but is e(te%e to i%c&ue those ,ho are c&ose to us a% has beco)e part o! our a'-to-

a' &ives such as our !rie%s a% %ei$hbors+ Because o! this* i)porta%t )ora& va&ues are easi&'

tra%s)itte !ro) $e%eratio% to $e%eratio% as our pare%ts a% c&ose 2i% i)part ,hat the' 2%o, or

,hat the' ho& i%va&uab&e a% true to the %e(t $e%eratio%s+ Ho,ever* )ora& &esso%s are%6t the

o%&' thi%$s to& to us b' the peop&e ,ho are c&ose to us+ Ru)ors* hearsa's or* as ,hat ,e &oca&&'

ca&& it* ;tsis)is< are the other stu!!s share i% usua& co%versatio%s5 !or ,e are 2%o,% o! havi%$

the habit o! bei%$ ;tsis)oso< or ;tsis)osa+< Throu$h these t'pe o! iscourse* ,e are sho,%

a%other rea&it' o! thi%$s arou% us that be!ore ,e 2%o, it* has a&rea' shape our u%ersta%i%$

o! it+ A% the so-ca&&e ;bar2aa< or c&ose !rie%s p&a's as a%other )u&tip&ier or !actor o!

prope&&i%$ ,hat ,e 2%o, about )a%' hot topics bei%$ ta&2e about* especia&&' the o%es that are

taboo to the )ora& Fi&ipi%o cu&ture such as sa)e-se( re&atio%ship+

"



.% the state)e%t o! Ra')ar2* he e(e)p&i!ie the ster% ,ar%i%$ $ive% to hi) b' his

)other:

From my mother. "he said not to meet with any person in the dark because she knows that I’m

also somewhat&"he !ust tells me not to go to dark places.

Ra')ar2 a!!ir)s the !act that his )o) thi%2s o! hi) as bei%$ s&i$ht&' $a' or so)eho,

co%!use about his $e%er+ A&thou$h it ,as %ot c&ear&' state* he i)p&ie it a% i% the &ater part o!

the co%versatio% co%!ir)e the situatio% o! bei%$ i% a% ie%tit' crisis+ Ho,ever* !urther

iscussio% about this is sett&e i% the %e(t chapter+ His ,a' o! a%s,eri%$ the 3uestio% i)p&icates

a hi%t o! e)barrass)e%t about his situatio%* especia&&' ,he% he aresse hi)se&! as bei%$ $a'

or s&i$ht&' $a'+ Neverthe&ess* he )ae it c&ear that his )o) is a% aa)a%t !i$ure i% his &i!e

particu&ar&' ,he% it co)es to his sa!et'+ .% aitio%* the situatio% ,here !rie%s or c&ass)ates

)ae the u%ersta%i%$ about sa)e-se( re&atio%ship ,as the case !or Re$i%e+ She state:

Because I saw with my classmate& )y classmate made me understand&

Re$i%e6s a%s,er to the 3uestio% ,as 3uite brie!+ A&thou$h she poi%te out that her

c&ass)ate i%itiate her u%ersta%i%$ o! the )atter* it ,as rather c&ear i% her actio%s a% $estures*

as per !ie& %otes o! her sho,i%$ i%co%siste%t e'e co%tact* persiste%t )a%%eris)s o! !i(i%$ hair

a% scratchi%$ her %ose or !ace* that she ,as 3uite a%(ious about revea&i%$ so)e etai&s+

No%ethe&ess* she ec&are ,ith certai%t' that her !rie%s ha a )a7or ro&e i% )a2i%$ her

co)prehe% the situatio% o! sa)e-se( re&atio%ship+

.t is e!i%ite that the peop&e c&ose to the) )ae a% i)pact i% shapi%$ their )i% about the

issue+ But ta2i%$ i%to accou%t the $ro,i%$ popu&atio% o! our %atio%* it is !air&' presu)ptuous to

sa' that it e%s there+ .%teractio% bet,ee% peop&e is a )u&ti!acete %ature that our si)p&e actio%s

ca% )a2e hu$e ,aves o! repercussio%s arou% us+ Thus* ,e )ust &oo2 to a bi$$er sca&e o! thi%$s

"



a% e(a)i%e the i%!&ue%ces our o,% co))u%it' bri%$ i%to our ver' &ives+ >ith this re$ar* the

!o&&o,i%$ the)e e&aborates it+

>hat Happe%e Arou%* Du)b!ou%

This the)e e(pou%s the co%cept o! &ear%i%$ about sa)e-se( re&atio%ship throu$h si)p&e

observatio% o! the co))u%it' arou%+ Certai% eve%ts* $atheri%$s* or activities i% the co))u%it'

serve as the p&at!or) !or the u%ersta%i%$ o! sa)e-se( re&atio%ship+ A&thou$h the iea o! a

co))u%it' e%co)passes that o! a !a)i&' a% the )ass )eia* co))u%it' i% this the)e is

!ocuse o% the i)pressio% o! a co))u%it' as a $eo$raphic &oca&it' or as a $roup o! i%iviua&s

shari%$ a co))o% $oa&+ He%ce* the co))u%it' i% this setup is !urther e!i%e i% ter)s o! their

bara%$a' or ho)e co))u%it'* schoo&* church* or eve% ,or2 e%viro%)e%t+ Base o% the perso%-

process-co%te(t-ti)e )oe& !ro) the Eco&o$ica& S'ste) theor' o! Bro%!e%bre%%er 1* 1#*

that particu&ar e%viro%)e%t ,here a perso% resies or is e(pose is o! ut)ost i)porta%ce o%

process as a !u%ctio% o! i%iviua& characteristics+ Such theor' e(p&ai%s that )a%' &eve&s o! the

e%viro%)e%t or the co))u%it'* a+2+a+ s'ste)s )icros'ste)* e(os'ste)* )esos'ste)*

)acros'ste)* a!!ect the eve&op)e%t o! the chi&+ For i%sta%ce* i% the )icros'ste)* it e%tai&s the

s)a&& a% i))eiate e%viro%)e%t the chi& &ives i% such as their i))eiate !a)i&' or care$ivers

a% their schoo&+ Ho, these $roups or or$a%i9atio%s i%teract ,ith the chi& ,i&& have a% i)pact

o% ho, the chi& ,i&& )ature+ The )ore e%coura$i%$ or %urturi%$ the surrou%i%$ is* the better

the chi& ,i&& $ro,+ The )esos'ste) o% the other ha% e)boies the i%teractio% o! e!!ects the

)icros'ste) oes+ .! the i!!ere%t e&e)e%ts o! the )icros'ste) ,or2 to$ether to e!!ective&'

i)prove the perso%* the better is the outco)e !or the chi&+ The e(os'ste) is a%other area that

poses i)pact o% $ro,th+ This s'ste) is about other peop&e or p&aces that the chi& or i%iviua&

"



)a' %ot irect&' i%teract but sti&& possess si$%i!ica%t pote%tia& i% provii%$ a co%ucive

at)osphere !or the perso%+ For e(a)p&e* havi%$ the pare%ts bei%$ &ai o!! or 7ob&ess )a2es the

situatio% %e$ative&' a!!ect the perso%+ Fi%a&&'* the )acros'ste) is a set o! peop&e or thi%$s that

are &ar$e a% )ost re)ote to the chi& but sti&& e&iver si$%i!ica%t i)pact o% $ro,th a%

eve&op)e%t+ To e(e)p&i!'* a prob&e) i% the hea&th e&iver' s'ste) o! the $over%)e%t

especia&&' i% the provisio% o! vacci%es ca% severe&' i)pact the ph'sica& hea&th o! those

i%iviua&s i% %ee+ Thus* ,ith a&& these s'ste)s a% their correspo%i%$ tether ,ith

eve&op)e%t* o%e ca% see the u%para&&e&e i)pact it ca% re%er to a perso% %ot o%&' ,ith re$ars

to their ph'sica& eve&op)e%t* but a&so ,ith their e)otio%a&* ps'cho&o$ica&* a% co$%itive

!or)atio%+

Si)p&e observatio%s arou% ca% spur curiosit' a% &ater she &i$ht o% certai% issues+

So)e peop&e sa' that ,e %ee to see 7ust to be&ieve+ .% the case o! Kie!er* this is ho, he ,as

e(pose to the occurre%ce o! ho)ose(ua&it':

I saw it around me. I saw two guys holding hands and a girl with a lesbian also holding hands.

Kie!er6s respo%se ,as si)p&e a% brie! but &uci&' sho,e the t'pica& sce%e he $ot his

iea about sa)e-se( re&atio%ship+ This ,as a&so the sa)e case ,ith Ra')ar2 ,hich he re)ar2e:

At the& at&at our own&how can I say this... I live in a s*uatter’s area& so !ust beside the

streets and alleys& there are a lot who& a lot of gays who have male companies or the guys

already appear as their husbands.

8ust &i2e the previous state)e%ts o! Ra')ar2* there is so)e,hat a hi%t o! e)barrass)e%t

i% his ,ors a% he appears a &itt&e u%eas' i% stati%$ it+ Fie& %otes a&so sho,e hi) stutteri%$ or

so)eho, s&o, utteri%$ the ,ors+ Ho,ever* his a%s,er e%tai&s the ope% e(ercise o! pub&ic

i%ti)ac' a)o%$ sa)e-se( coup&es i% his &oca& co))u%it'+ Apart !ro) this* he a&so ha !urther

"



e(p&a%atio%s about this issue i% his schoo& to u%ersta% the hea&th i)p&icatio%s o! pre)arita& se(

a% ho)ose(ua& i%tercourse:

I had a teacher when I was in grade +. 'e was discussing about on what is se#. I forgot what

sub!ect but he was teaching us the effects if one will do such& the effects of doing it&the effects

of it in a person who is&the many diseases that may come besides 'I(.

A$ai%* Ra')ar2 appeare 3uite e)barrasse a% ,as si&e%t about the other etai&s+ But

co%sieri%$ the !&o, o! co%versatio%* the perso% he ,as re!erri%$ to i% his state)e%t ,ere those

e%$a$i%$ i% ph'sica& ho)ose(ua& i%teractio%+

Ta&2i%$ about the various sources the i%tervie,ees ac3uire their u%ersta%i%$ about the

a!ore)e%tio%e topic* ,e ca% positive&' sa' that a &ot o! !actors are i% p&a' but i% orer to !i%

out )ore o% as ho, the' !ace the issue i% their &ives* ,e )ust u%vei& their e(perie%ces ,hich

have !urther cra!te their co)prehe%sio% a% sta% o% sa)e-se( re&atio%ship5 that happe%s to be

iscusse i% the %e(t chapter+

Chapter

EM=ER.ENC.NG THE .SSUE

For the &o%$est o! ti)e %o,* ,e have hear this si)p&e aa$e !ro) )a%' o! our !rie%s

a% re&atives* ;E(perie%ce is the best teacher+< This si)p&e state)e%t is %ot !ar !ro) the truth !or

,e a&& &ear% !ro) our e(perie%ces+ Fro) the si)p&e praises ,e $et a!ter acco)p&ishi%$ si)p&e

tas2s &i2e ra,i%$ a cartoo% character or pai%ti%$ o% a ca%vas to the hurt!u& criticis)s !ro)

4



)e%tors a% !oes a!ter a e!eat !ro) a $a)e or !ai&ure i% a% e(a)i%atio% atte)pt* e(perie%ce

coi&s arou% the pri%cip&es ,e have about &i!e a% tethers it to the i%%er epths o! our bei%$5 that

it u%2%o,i%$&' a!!ects ho, ,e thi%2* act* reaso% or !ee& to,ars situatio%s a% ees+ Accori%$

to Ko&b6s E(perie%tia& ear%i%$ theor' 14* &ear%i%$ is the process o! ,hereb' 2%o,&e$e is

create throu$h the tra%s!or)atio% o! e(perie%ce+ .% his theor'* it is sho,% as a ho&istic

perspective that co)bi%es e(perie%ce* perceptio%* co$%itio%* a% behavior+ The theor' is

prese%te i% a c'c&ica& )oe& o! &ear%i%$ co%sisti%$ o! !our sta$es or phases+ A% i%iviua& )a'

start at a%' sta$e but )ust $o throu$h the e(act se3ue%ce+ .t )a' be$i% ,ith a co%crete

e(perie%ce or* to si)p&' escribe it* it is the sta$e ,here )a% per!or)s or ph'sica&&' e(perie%ces

the eve%t+ .t is the% !o&&o,e b' re!&ective observatio% ,here the perso% 7ust observes the

occurre%ce o! such e(perie%ce+ The %e(t sta$e is abstract co%ceptua&i9atio% ,here )a% be$i%s to

thi%2 !or hi)se&! about the ;ho,< a% ;,h'< o! the e(perie%ce+ A% the !i%a& sta$e is active

e(peri)e%tatio% or p&a%%i%$+ This is the sta$e ,here )a% sets sce%arios or co%itio%s to si)u&ate

the e(perie%ce !or hi)se&!+ The !i$ure be&o, brie!&' etai&s the theor' )oe&+

Fi$ure "+ Ko&bs E(perie%tia& ear%i%$ C'c&e

41



Base o% the a!ore)e%tio%e theor'* e(perie%ce p&a's a hu$e ro&e i% the &ear%i%$ process+

This i% tur% shapes the ver' core o% ho, the perso% thi%2s* behaves* a% !ee&s to,ars var'i%$

e%tities+ So i% orer to co)prehe% the i%tricac' o! the stue%ts6 ,a' o! u%ersta%i%$ sa)e-se(

re&atio%ship* ,e )ust i$ eeper a% ve%ture throu$h their e(perie%ces i% re&atio% to the issue o!

ho)ose(ua&it'+ The previous chapter e&ve part&' upo% the e(perie%ces o! the i%tervie,ees as

the' ,ere as2e ho, a% ,he% the' !irst e%cou%tere the issue o! ho)ose(ua&it'+ But to i!!er*

this chapter ea&s upo% their a'-to-a' e(perie%ce pertai%i%$ to the issue* ,hether the'

the)se&ves have e%$a$e i% a sa)e-se( re&atio%ship or the' !ace the issue throu$h the irect

e(perie%ces their !rie%s* !a)i&' or %ei$hbor+

Subse3ue%t&'* the)es ,ere !or)u&ate to ,e$e the si)i&arities a% i!!ere%ces i% their

histor' o! i%vo&ve)e%t ,hich are the !o&&o,i%$: ;Diar' o! So)eo%e C&ose to @e*< ;Ga's Ne(t

Door*< a% ;@a'be . a)* @a'be .6) %ot+< The the)es ,ere )ae accori%$ to the poi%t-o!-

vie, o! the e(perie%ce+

Diar' o! So)eo%e C&ose to @e

This the)e e(p&ores the e%cou%ters o! the stue%ts ,ith re$ars to the issue o! sa)e-se(

re&atio%ship as e(perie%ce b' so)eo%e ear to the) such as a !a)i&' )e)ber or a c&ose !rie%+

.% this the)e* the i%tervie,ee co%!ro%ts the issue i%irect&' i% the se%se that other peop&e are

i%vo&ve i% the sa)e-se( re&atio%ship but he or she is there to ,it%ess or hear about the eve%t or

circu)sta%ce+ Direct&' or i%irect&' e(perie%ci%$ a% eve%t i%!&ue%ces the 2%o,&e$e or co$%itive

aspect o! that i%iviua& i% ter)s o! the issue at ha%+ .% the ABC )oe& o! attitues* the C

40



sta%s !or the co$%itive co)po%e%t ,hich i%vo&ves the perso%6s be&ie! or 2%o,&e$e about a%

attitue ob7ect+ The )ore 2%o,&e$eab&e a perso% is about the issue* the stro%$er the attitue is

,hether it is i% the positive or i% the %e$ative sie+ A% e(perie%ce p&a's a 2e' ro&e i% the

estab&ish)e%t o! 2%o,&e$e+ Attitues base o% the irect e(perie%ces are )ore stro%$&' he&

a% i%!&ue%ce behavior tha% i%irect e(perie%ces !or e(a)p&e throu$h hear-sa'* ,atchi%$

te&evisio% or reai%$+ Thus this the)e ,as estab&ishe base o% the co%cepts o! attitue a%

irect or i%irect e(perie%ce+ Such co%cept is a&so app&ie to the other the)es i% this chapter a%

pursue the sa)e i)p&icatio%s as to ,hether the' ,ere irect or i%irect&' e(perie%ce+ .% this

re$ar* irect&' e(perie%ci%$ the issue o! sa)e-se( re&atio%ship pertai%s to that set o! !a)i&iarit'

,here the i%tervie,ee hi)se&! or herse&! has e%$a$e i% such re&atio%ship+

.% the co%te(t o! this the)e* so)e o! the stue%ts state that a% i))eiate !a)i&'

)e)ber o! theirs has e(perie%ce bei%$ i% a sa)e-se( re&atio%ship a% that the' ,ere a ,it%ess

to it or 7ust a receiver o! seco%-ha% i%!or)atio%+ 8ust &i2e the case o! Fruttie* it a&& starte !ro)

a hearsa' up u%ti& she &ater rea&i9e the situatio% ,he% she sa, it !or herse&!:

)y grandmother !ust told me about it. I !ust knew about it later on. I thought they were !ust

somewhat... friends& $hey were actually living together.

.% the !u&& tra%script o! the i%tervie,* Fruttie e(p&ai%e that the coup&e ,as o! t,o )e%

sta'i%$ i% their house as re%ters+ As per !ie& %otes* she ,as a &itt&e hesita%t at !irst to share about

the sce%ario but &ater o% e(p&ai%e that it has bee% $oi%$ o% !or 3uite so)e ti)e %o,+ She ,as

%ave about the situatio% at !irst but* ,ith the ,ors o! cautio% !ro) her $ra%)other* she &ater

rea&i9e the sa)e-se( re&atio%ship that ,as $oi%$ o% i% her househo&+

orai%e* o% the other ha%* e(perie%ce havi%$ a &esbia% !rie% ,ho is i%to sa)e-se(

re&atio%ship a% ,as actua&&' attracte to her:

4"



I have an e#perience when we were staying in )indanao. I have there a friend who is a )uslim

but is also a lesbian. "he was e#pressing her feelings towards me. It bothers me. But I don’t mind

it at all. hatever she will do, I will never do it. I told her it’s wrong. A girl attracted with

another girl is really wrong.

orai%e e(p&ai%s her aversio% about the situatio%+ A&thou$h the &esbia% ,as a !rie% to

her* she e)phasi9e that bei%$ i% a sa)e-se( re&atio%ship is 7ust ,ro%$+ Accori%$ to the !ie&

%otes* she ,as &au$hi%$&' e(p&ai%i%$ the situatio% i% the )i&e o! her state)e%t but ,as ster% i%

sa'i%$ that she ,i&& %ever o it+

The e(perie%ce o! Fruttie ,as that !ro) her househo& ,hi&e orai%e ,as that o! a !rie%+

Both ,ere i%irect e(perie%ces but 3uite pro(i)a& i% co%te(t ,hich )a'* i% a ,a'* be at par i%

i)pact or i)p&icatio% ,ith a irect e(perie%ce+ Neverthe&ess* their e(perie%ces are re!&ective o!

their u%ersta%i%$ a% sta% ,ith re$ars to the issue+

Ga's Ne(t Door

This the)e escribes the e(perie%ce o! the i%tervie,ee or that o! a% associate ,here the'

actua&&' ,it%ess a sce%e or hear a%' %e,s about a coup&e i% a sa)e-se( re&atio%ship+ This is

i!!ere%t !ro) the previous the)e !or this i%vo&ves peop&e ,ho are %ot c&ose to the stue%ts

the)se&ves but are perso%s i% their %ei$hborhoo or co))u%it'+ But the' share si)i&arities i% the

p&at!or) co%cept o! irect a% i%irect e(perie%tia& &ear%i%$ !ro) ,hich the' ,ere !or)u&ate+

A)o%$ the respo%e%ts* Ra')ar26s e(perie%ce ho&s the )ost se%satio%a& o! e%cou%ters+ He

perso%a&&' ,it%esse t,o i%iviua&s i% the heate )o)e%t &ove)a2i%$:

It was certainly strange. I was urinating that time. $his was their house and I was beside

44



urinating. $here was a hole. I asked myself what is happening there’ hen I took a look, it was

shocking. It was really in there.

Ta2i%$ !ro) the !ie& %otes* ,e both !ou% the stor' hi&arious as he ,as %arrati%$ the

situatio%+ 8ust &i2e the other respo%ses o! Ra')ar2* he appears to be e)barrasse i% stati%$ so)e

se(ua& ter)s especia&&' that ,hich pertai%s to pe%i&e pe%etratio%+ He escribe the act i% his

state)e%t ;it ,as rea&&' i% there+< Havi%$ this u%i3ue e%cou%ter puts i%to perspective the se(ua&

%ature o! ho)ose(ua&it'5 a% bei%$ a ,it%ess to such act creates a% ave%ue o! curiosit' that )a'

&ater a!!ect behavior a% attitue+ Co%sieri%$ a&so the vici%it' ,hich is i% a s3uatters6 area*

povert' a% i%e!!icie%t housi%$ rea&&' o co%tribute to the u%i%te%e e(posures o! ao&esce%ts

a% 'ou%$sters to i%appropriate happe%sta%ces+ itt&e )a' be 2%o,% but e(perie%ces such as this

ca% re!or) or e!or) )ora& perspectives+

@a'be . a)* @a'be .6) Not

This the)e e(pou%s o% the irect e(perie%ce o! the i%tervie,ees bei%$ perso%a&&'

i%vo&ve i% a sa)e-se( re&atio%ship+ This )ea%s that the stue%ts6 the)se&ves have e(perie%ce

or are curre%t&' i%to a ho)ose(ua& associatio%+ The sa)e co%cept i% the)e !or)u&atio% ,as

app&ie 7ust &i2e the t,o a!oresai the)es+

A)o%$ the )a%' stue%ts* the c&assic e(a)p&e to cite i% this the)e is that o! Re$i%e+ She

states:

I also e#perienced it. But it is really different if you are in a relationship with a boy than

someone than someone in the same se#. Because if it is with a girl, it feels *uite weird. It feels

4#



different. I don’t feel comfortable the way we are together every time we hang out. It’s not the

same with a guy where you feel proud.

.t ca% be i%!erre !ro) her state)e%t that she i e(perie%ce a state o! co%!usio% i% her

$e%er pre!ere%ce but &ater o% reso&ve to be i% a re&atio%ship ,ith a $u' a% %ot ,ith a%other

$ir& co%sieri%$ that she e(perie%ce it both ,a's+ As per !ie& %otes* she appeare to be

u%co)!ortab&e at !irst i% isc&osi%$ her e(perie%ce as she hesitate i% a%s,eri%$ at the !irst

atte)pt o! as2i%$ the 3uestio%+ Ho,ever* it is i%icative i% her stor' a% the ,a' she respo%e

that a ecisive choice ,as a&rea' )ae as to her pre!ere%ce a% ho, she !ee&s about the issue+

The three a!ore)e%tio%e the)es isp&a' var'i%$ arra's o! i)pact a% irectio% to,ars

the eve&op)e%t o! the stue%ts6 u%ersta%i%$ about ho)ose(ua&it'+ The irect a% i%irect

e(perie%ces have a&)ost co)parab&e e$rees o! e!!ect co%sieri%$ the pro(i)it' o! e%cou%ters+

No%ethe&ess* it ca%6t be e%ie that eve% at a 'ou%$ a$e* their e(perie%ces ca% a&rea' spea2

)ore about the)se&ves 7ust &i2e the' t'pica& au&t+

Chapter

STAND TO>ARDS THE .SSUE

>he% )a2i%$ a sta% to,ars a 2%o,% pub&ic issue or a%' issue !or that )atter* it is but

hu)a% %ature to $o bac2 to the basics a% estab&ish $rou% o% o%e6s be&ie! s'ste) a%

phi&osoph'+ A% ,he% ,e ta&2 about the sta% o! peop&e to,ars the issue o! sa)e-se(

re&atio%ship* a &ot o! thi%$s co)e i%to co%!&ict+

.% the Fi&ipi%o traitio%a& perspective ,here !aith a% re&i$io% are at its core*

ho)ose(ua&it' is %othi%$ )ore tha% a taboo5 a )orta& si% a$ai%st the bib&ica& octri%e o! Catho&ic

4



o$)atists ,here o%&' a )a% a% a ,o)a% are reco$%i9e as &e$iti)ate $e%er ie%tities a% the

sacre co))u%io% o! the t,o is the o%&' re&atio%ship a&&o,e a% co))a%e+ A%' eviatio%

!ro) such re&i$ious &a, is sub7ect !or riicu&e a% ,orst* e(co))u%icatio%+ .% the =hi&ippi%es*

)ost o! the peop&e are sti&& co%servative about the issue a% are $e%era&&' a$ai%st it+ But a

$ro,i%$ %u)ber o! )i&&e%%ia&s a% 'ou%$ raica&s are be$i%%i%$ to pro)u&$ate the ,ester%

phi&osoph' o! accepti%$ the e(iste%ce o! &esbia%s* $a's* bise(ua&s a% tra%s$e%ers GBT a%

the !reeo) to e(ercise ho)ose(ua& re&atio%ship+ Because as it is ar$ue b' the a!!ir)ative $roup

o% GBT a% sa)e-se( )arria$e i% the ,ester% cou%tries* $a' )arria$e shou& be &e$a&i9e i%

orer to $ive esse%ce to the pri%cip&es o! e3ua&it'* &ibert' a% !reeo) as it is a% has bee% the

spirit o! )a%' %atio%a& co%stitutio%s especia&&' that o! the U%ite States o! A)erica+ Hu)a%

i%ti)ate re&atio%ships are %o, see% u%er the vie,poi%t o! civi& ri$hts a% hu)a% socia&

pri%cip&es rather tha% re&i$ious octri%e or ecc&esiastica& appreciatio%+ .t is %o, to be ha%&e

accori%$ to the $over%i%$ &a,s o! )a% a% %ot b' the 1 co))a%)e%ts o! the Bib&e or

ecu)e%ica& )a%ate+ Seei%$ that the =hi&ippi%es is i% a tu$-o!-,ar bet,ee% the "-ce%tur' o&

traitio% a% the post)oer% &ibera&is)* various sta%s to,ars the issue o! sa)e-se(

re&atio%ship is evie%t a)o%$ the )a%' as per )a%' vie,poi%ts a&so e(ist+ He%ce* severa& the)es

,ere a&so !or)u&ate !ro) the respo%ses o! the i%tervie,ees+ The stue%ts ,ere as2e this )ai%

3uestio%: ;>hat is 'our sta% to,ars sa)e-se( re&atio%ship?<

Fro) this 3uestio%* three )ai% the)es ,ere !or)u&ate: ;et The) Be but Not !or @e*<

;For i!e a% ibert'* Ge%er E3ua&it'*< ;@' Oppositio% is @' Best Decistio%+<

et The) Be but Not !or @e

This the)e escribes the sta% o! the stue%ts to,ars ho)ose(ua&it' ,here the' a$ree

4



or co%se%t to the practice o! sa)e-se( re&atio%ship but 7ust oes%6t ,a%t hi)se&!* his !e&&o, )e%

or ,o)e% or his !a)i&' to be i%vo&ve i% o%e+ This sta% to,ars the issue appears to be a

e!e%se )echa%is) to p&ease both sies o! the ar$u)e%t a% 7ust to p&a' thi%$s sa!e+ .t is

so)e,hat i%ter)eiate o! co%servatis) a% &ibera&is)+ .t is e!i%ite&' %ot a post)oer%

perspective but e(e)p&i!ies the %ee o! Fi&ipi%os to sta' i% a sie that oes%6t hurt or o!!e%

a%'o%e5 !or it is i%here%t i% our cu&ture to be respect!u& a% 2i% to the opi%io% a% reactio%s o!

others+ This 2i% o! the)e is a%a&o$ous to the po&itica& phi&osoph' o! &ibera&-co%servatis) but is

erro%eous to use it i% this co%te(t !or this is %ot a po&itica& positio% as represe%te !or the )a%'*

rather it is but a c&ai) o! o%e perso% to hi)se&! a% his househo& as a socia&&' sa!e positio%+

This the)e is better e(e)p&i!ie b' the state)e%t o! 8oh% Gabrie& ,hich $oes:

I feel like somewhat ok about the matter. It’s ok but& but I firmly told myself that I will never get

involved in a relationship with a gay.

.% his state)e%t* he sees sa)e-se( re&atio%ship as so)e,hat acceptab&e 7ust as &o%$ as he

oes%6t $et i%vo&ve+ The sa)e $oes ,ith the state)e%t o! @ar':

It’s ok. I’m in favor because it’s theirs. It’s their decision. It’s their freedom to choose. But I

myself don’t feel like having a relationship with another girl. It’s ok for me if that happens with

other people.

Her sta% i% this issue is c&ear e%ou$h to 2%o, that she is i% !avor o! sa)e-se(

re&atio%ship ue to their i%%ate !reeo) to e(ercise their ri$hts but is co%servative i% the %ature

o! bei%$ i%vo&ve i% o%e+ She is rather o2 to see other peop&e o it* 7ust %ot her+ But o% a i!!ere%t

%ote* so)e o! the i%tervie,ees are a)e%ab&e ,ith the issue but 7ust is%6t co)!ortab&e seei%$ their

!e&&o, )e%* or ,o)e% i! the stue%t is a !e)a&e* e%$a$i%$ i% a ho)ose(ua& re&atio%ship+ This is

e(e)p&i!ie b' the state)e%t o! Ric2':

4



/es, I agree with a girl-to-girl relationship. 0ust not with a boy-to-boy relationship.

Ric2' e(p&ai%s that sa)e-se( re&atio%ship is o2 a% %ot a prob&e) at a&& 7ust as &o%$ as

that happe%s ,ith the opposite se( a% %ot ,ith !e&&o, )e%+

For i!e a% ibert'* Ge%er E3ua&it'

This the)e e(p&ores the sta% o! i%iviua&s bei%$ tota&&' ac3uiesce%t ,ith the practice o!

sa)e-se( re&atio%ship i% the cou%tr'+ As per hu)a% ri$hts !or !reeo) a% e3ua&it'* the' pose the

issue o! sa)e-se( re&atio%ship as socia&&' acceptab&e+ The' see ho)ose(ua&it' as a%other $e%er

c&ass a% %ot as a re7ect5 the' are capab&e o! !a&&i%$ i% &ove that6s ,h' the' e%$a$e i% such

re&atio%ship* a% the' are* 7ust &i2e a%' other perso%* capab&e o! bei%$ respo%sib&e a% a

co))u%it' serva%t+ This the)e is e(ce&&e%t&' e(e)p&i!ie b' the state)e%t o! Kie!er ,hich $oes:

$o put it simply, they are in the right for they are mutually in-love and they aren’t doing anything

to harm others.

Kie!er hi$h&i$hts the iea o! a $ro,i%$ )utua& re&atio%ship that ever'o%e eserves a%

shou& have %o )atter ,hat $e%er or c&ass+ .% the perspective o! !reeo) a% &ibert'* Fruttie

e(p&ai%s:

Because each one of us has freedom. 0ust as long has no other person is harmed or being

affected, it is ok.

.% both state)e%ts* it is evie%t that ,hether it is base o% !reeo) or the co%cept o!

&ove* sa)e-se( re&atio%ship is $e%era&&' o2 7ust as &o%$ as %obo' is har)e* abuse or bei%$

%e$ative&' a!!ecte+

@' Oppositio% is @' Best Decisio%

4



This the)e* o% the other ha%* e(p&ai%s the %e$ative sta% o! the respo%e%ts a$ai%st the

socia& issue+ The t'pica& reaso%i%$ behi% it is the traitio%a& perspective o! Catho&ic octri%e

,hi&e other ar$u)e%ts such as reprouctive i)practica&it' or i)possibi&it' a% the t'pica& socia&

%or) are a&so poi%te out+ This the)e is best represe%te b' the state)e%t o! 8e%e&&a:

Based on what I read from the Bible, it is really wrong for a woman or a man to engage in an

intimate relationship with their own fellow woman or man. $hou shall not commit adultery. $hou

shall not covet&all based on the ten commandments. "o it is really wrong to see a girl-to-girl or

boy-to-boy relationship. $his fact pushed me to have this stand.

.t is obvious i% the state)e%t o! 8e%e&&a that she is %othi%$ but a co%servatist a% aa)a%t

i% her Christia% be&ie!5 a% that a%' eviatio% !ro) ,hat is tau$ht or ,ritte% i% the bib&e is

u&ti)ate&' ,ro%$ a% shou& %ot be o%e+

Chapter

ANAYS.S

E(tricati%$ the !oca& i%terpretatio%s o! each a%s,er a% the)e re3uires a

co)prehe%sive&' ri$i theor'-base s'ste) ,ith a !&ui or !&e(ib&e $uia%ce i%terpretatio%

criteria+ To si)p&i!' such* 'ou have to have ri$i )o& !or a &ar$e&' e(pa%i%$ ou$h+ That i%

itse&! is i)possib&e or 7ust u%aesthetic to see i% the rea&) o! ba2i%$+ .t is &i2e putti%$ a% i%!i%ite&'

$ro,i%$ a% &ear%i%$ )i% i% a s)a&& ti$ht ce&&+ .t is 7ust ,ro%$+ This sa)e $oes ,ith the a%a&'sis

o! ata i% a 3ua&itative research+ Accori%$ to ee' a% Or)o% 00* there is %o si%$&e ,a'

to a%a&'9e ata i% a 3ua&itative stu'+ A researcher ca% start b' si!ti%$ throu$h the ata b'

i%uctive reaso%i%$ a% &ater sort a% cate$ori9e it u%ti& the)es are !or)u&ate !ro) the co&&ecte

#



i%tervie, respo%ses* recori%$s or essa's+ Ho,ever* !ro) this poi%t o%* the a%a&'sis a%

i%terpretatio% o! ata is but a% art5 a creative isp&a' o! ta&e%t !ro) the researcher o% ho, to

s'%thesi9e* a%a&'9e* criti3ue* a% !i%a&&' ra, co%c&usio%s !ro) the i%!or)atio% base o%

theories* pri%cip&es* or co%cepts that $over% the !u%a)e%ta&s o! the stu'+

Co%sieri%$ the research esi$% o! a her)e%eutic phe%o)e%o&o$ica& stu' beari%$ a%

episte)o&o$ica& irectio% o! post)oer%is)* the u&ti)ate $oa& the% is to a%s,er the research

3uestio%s o! this stu' throu$h the u%ersta%i%$ o! the i%iviua& i%terpretatio%s o! their

a%s,ers as $uie b' the theories o! post)oer%is)+ =ost)oer%is) a&o%e is a broa bra%ch o!

phi&osoph' that %et,or2s throu$h )a%' aspects o! hu)a% &i!e a% e(iste%ce+ Ho,ever* ,e ,ish

to &i)it its app&icatio% to the set perspectives !or ho)ose(ua&it' or sa)e-se( re&atio%ship+

.% research 3uestio% 1* ,e as2e ;,hat is the $e%era& u%ersta%i%$ o! the stue%ts

re$ari%$ the issue o! sa)e-se( re&atio%ship?< A%s,ers o! )ost stue%ts ,ere brie! a% co%cise5

a si)p&e ec&arative state)e%t i%icati%$ the t,o the)es: a% e)otio%a& re&atio%ship a% a

ph'sica& se(ua& e%cou%ter* both a)o%$ perso%s o! the sa)e se(+ That 3uic2 a% brie! respo%se to

the 3uestio% e%tai&s their su!!icie%t 2%o,&e$e about the )atter ,ith a hi%t o! i%i!!ere%ce+

A&thou$h t,o other peop&e )ae a% e!!ort i% e(p&ai%i%$ ho, the' u%ersta% ho)ose(ua&it'* the

$reater %u)ber o! respo%e%ts appear to is)iss the topic s,i!t&'+ @ost o! the) )a' have starte

the i%tervie, a &itt&e a%(ious or %ervous ,hich )a' preispose their atte%tio% to $ivi%$ 3uic2

respo%ses5 ho,ever* !ie& %otes a% !u&& tra%scripts i%icate a reiteratio% o! the 3uestio% !or

!urther c&ari!icatio%+ At that poi%t* the i%tervie,ees $ave the sa)e a%s,er ,ith the sa)e )a%%er

o! respo%i%$+

The co%cept o! ho)ose(ua&it' i% itse&! is a prouct o! post)oer% thi%2i%$ ,here*

accori%$ to 8uith But&er 1* i%iviua&s e%$a$i%$ i% sa)e-se( re&atio%ship are see% as

#1



a%other e(pressio% o! se(ua&it'+ .% our cou%tr'* the popu&arit' o! such socia& issue is ever

i%creasi%$ a% a $reat %u)ber o! se&!-acc&ai)e GBTs are co)i%$ i%to the sta% !or pub&ic

represe%tatio%+ >e ca% the% sa!e&' assu)e that a&)ost a&& Fi&ipi%os have a% iea o% ,hat sa)e-

se( re&atio%s is a&& about+ But co%sieri%$ the eep&' roote Catho&ic be&ie! s'ste) i% our cu&ture*

the $reater popu&atio% sti&& isa$rees ,ith the )atter a% )ost 'ou%$sters o! the %e, $e%eratio%

have !a&&e% i%i!!ere%t or i% a)biva&e%t to,ars ,hat the' be&ieve i%+ That )a' be the reaso%

,h' so)e see sa)e-se( re&atio%ship as it is but are 3uic2 to is)iss the e(p&icatio%+ O% the other

ha%* so)e peop&e perceive sa)e-se( re&atio%ship as the &ust!u& esire o! a perso% to,ars

a%other o! the sa)e $e%er+ This )a' be brou$ht about b' the &ibera& isp&a' o! a!!ectio% o!

so)e sa)e-se( coup&es %o,aa's ,ith the perti%e%t co-issue o! se(-!or-)o%e'+ Ho,ever* it is

c&ear that the ao&esce%ts i%tervie,e sti&& sho,e a co%servatist reactio% to,ars the a!oresai

issue+

Research 3uestio% 0 as2s* ;,hat is the source or )ea%s o! ori$i% o! the sai

u%ersta%i%$ o! sa)e-se( re&atio%ship?< A%s,ers !ro) the respo%e%ts re, out three )a7or

the)es ,hich !ocuse o% their i%itia& e%cou%ter ,ith the socia& issue either throu$h )ass )eia*

!ro) so)eo%e c&ose to the)* or !ro) the co))u%it' arou% the)+ U%&i2e their previous a%s,ers

to the !irst research 3uestio%* their respo%ses to this i%3uir' are %ot brie! but rather su!!icie%t

e%ou$h !or t'pica& e(p&a%atio% i% a co%versatio%+ @ost o! the) thro, 3uite the etai& i% their

escriptio%+ Ho,ever* it is %ote that )ost o! their respo%ses are i%irect i% poi%ti%$ out speci!ic

se(ua& ter)s or actio%s+ The' appear to have 3uite a !ee&i%$ o! e)barrass)e%t i% the e&iver' o!

certai% se%sitive ,ors a% )ost !re3ue%t&'* hi$h&i$ht ,hat the' )ea%t throu$h $estures or bursts

o! &au$hter i% the )i&e o! their state)e%ts+ This t'pe o! behavior i)p&ies the t'pica& %ature o!

Fi&ipi%os i% bei%$ cautious about the ,ors spo2e% to,ars a%other perso%+ Se%sitive or !ou&

#0



,ors pertai%i%$ to se(ua& i%%ue%os a% the &i2e are !ro,%e upo% b' )a%' peop&e a% is

co%siere rue a)o%$ )a%'+ Shi!ti%$ se%sitive topics to the sie o! hu)or is a&so a%other ,a'

!or us Fi&ipi%os to ho& such topics &i$ht&' i% co%versatio% so as %ot to i%sti$ate curiosit' or

ru)or a% 7ust be is)isse as a pu% !or &au$hter+

.% ter)s o! the actua& source or ori$i% o! their i%itia& e%cou%ter ,ith the issue* )ass )eia

a% the i)pact o! !a)i&' a% !rie%s a% the co))u%it' a&& p&a' e3ua&&' i%!&ue%tia& ro&es i% the

eve&op)e%t o! their u%ersta%i%$+ Accori%$ to the Eco&o$ica& theor' state i% the previous

chapters* these i!!ere%t the)es e(ist i% i!!ere%t s'ste)s o! the co))u%it'* thus* co%tributi%$

si$%i!ica%t&' to the )aturatio% o! a% i%iviua&+ Ho,ever* o! %ote* )ass )eia p&a's a 2e' ro&e i%

the propa$atio% o! post)oer% ieas especia&&' that ho)ose(ua&it'+ >ith the rapi evo&utio% o!

i%!or)atio% tech%o&o$'* shari%$ o! )u&ti)eia !i&es a% rea&-ti)e i%teractio% is %o, possib&e

prope&&i%$ the sprea o! %ove& ieas that po2e curiosit' i%to the pueri&e ao&esce%t )i%+

Further)ore* research 3uestio% " as2s* ;>hat are the e(perie%ces o! the respo%e%ts ,ith

re$ars to the se(ua& issue?< A%s,ers to this 3uestio% b' the stue%ts are 3uite &e%$th' to i%c&ue

i% the paper+ That6s ,h' o%&' the sa&ie%t parts o! their a%s,ers ,hich hi$h&i$hte the the)e at

poi%t ,ere cite i% the paper+ But* three the)es ,ere !or)u&ate as per the circu)sta%ce o! their

e(perie%ce: !ro) peop&e c&ose to the)* !ro) the peop&e arou% the)* or irect&' !ro) the) as a

perso%a& e(perie%ce i% bei%$ i% a sa)e-se( re&atio%ship+ This the)atic represe%tatio% ste)s !ro)

the E(perie%tia& ear%i%$ Theor' ,here* irect or i%irect e(perie%ces* serve as substa%tia&

co)po%e%ts i% attitue !or)atio% a% co$%itive eve&op)e%t i% var'i%$ e$ree o! i%!&ue%ce but

,ith irect e(perie%ces provii%$ stro%$er $rou%+ 8ust &i2e the a%s,ers i% the previous 3uestio%*

the etai&s i% their e(p&a%atio% are su!!icie%t e%ou$h to escribe their e(perie%ce ,ith )i%i)a& or

%e$&i$ib&e hesita%ce+ Se%sitive or !ou& ,ors escribi%$ se(ua& acts or i%%ue%os are har&'

#"



b&u%t&' sai+ A% )ost o! the i%tervie,ees appeare e)barrasse or a)biva&e%t ,he% escribi%$

the circu)sta%ce the' ,ere i%+ Si)i&ar ,ith the previous 3uestio% a$ai%* the i%tervie,ees te%e

to burst i% to chuc2&es or brie! &au$hter ,hi&e %arrati%$ their e(perie%ces+ The sa)e i)p&icatio%

a% i%terpretatio% $oes ,ith this behavior 7ust &i2e the precei%$ 3uestio%+

Subse3ue%t&'* their e(perie%ces ,ith the issue epicts the $ro,i%$ co%!ie%ce the GBT

co))u%it' is sho,i%$ i% their esire to be pub&ic&' accepte+ @ore peop&e e%$a$i%$ i% sa)e-se(

re&atio%ships or those attracte to their sa)e-se( prospect are beco)i%$ ope% i% their isp&a' o!

i%ti)ate a!!ectio% that )ore a% )ore are %o, %otici%$+ Eve% the actua& ho)ose(ua& coitus is%6t

!ar!etche a%')ore !ro) bei%$ ,it%esse as )ost are &ivi%$ i% the s&u)s ,ith i&&-,a&&e ho)es

pro%e to u%%ecessar' vie,i%$+ He%ce* ,hether the e(perie%ce is irect or i%irect* it ca%%ot be

e%ie a%')ore that there is a $ro,i%$ i%cie%ce o! sa)e-se( re&atio%ships arou% us+

=ost)oer%is) i% ho)ose(ua&it' is %ot o%&' a co%cept !or ar$u)e%t %o,aa's but a&so a%

e(pa%i%$ &ive practice a)o%$ those ,ith such pre!ere%ce+

Fi%a&&' i% research 3uestio% 4* ,e as2e: ;,hat is their sta% to,ars the issue?< .% this

part o! the stu'* the cu)u&ative a% i%teractive e!!ects o! their perso%a& be&ie! s'ste)* their

2%o,&e$e about the issue* a% &ater o% their attitue to,ars it shape u&ti)ate&' their sta%5

,hether the' are a$ree to it or %ot+ Ho,ever* the a%s,ers o! the stue%ts is%6t 7ust a b&ac2 a%

,hite arra' ;=ROs< a% ;ANT.s+< The' have a thir sta% ,hich appears to be i% a $ra' area o!

co)pro)ise bet,ee% those ,ho ,a%t sa)e-se( re&atio%ship a% those ,ho abhor the practice5

socia& &ibera&-co%servatist vie, that accepts sa)e-se( re&atio%ship ,ith the co%itio% that it o%&'

happe%s ,ith other peop&e besies the)se&ves* their !a)i&' or their co-$e%er+ A&o%$ ,ith the

usua& ;=RO< a% ;ANT.< sies o! their sta%* these tota& to three the)es i% this research

#4



3uestio%+ Apart !ro) the i%tervie,ees ,ho sai that the' ,ere a$ai%st sa)e-se( re&atio%ship*

)ost o! the stue%ts a%s,ere the 3uer' ,ith a)p&e ,ors a% brie! e(p&a%atio%s+ Their sta%

,as c&ear&' state* a% su!!icie%t 3ua&i!icatio% o! si)p&e reaso%s ,ere a&so i%c&ue+ The'

$e%era&&' appeare !ir) ,ith their sta% a% sho,e %o hi%ts o! a%(iet' or a)biva&e%ce+ This

)a%%er o! a%s,eri%$ sho,s co%!ie%ce i% e&iveri%$ their sta%5 a% that it a&so isp&a's

i%te$rit' i% their character+

.% ter)s o! co%te%t i% their sta%* the $roup that isa$ree ,ith the socia& issue patter%e

their e!e%se )ost&' o% the pre)oer%is) or traitio%a& perspective ,here re&i$ious !aith is at the

heart o! their be&ie! s'ste) a% a%' eviatio%s !ro) such is a si% or co%siere ,ro%$+ A%

co%sieri%$ the $reater popu&atio% o! Catho&ic be&ievers i% the cou%tr'* their sta% is but a

prouct o! co&&ectivis) ,here the choice o! the )a%' is the o%e that is ri$ht over the choice o! a

!e,+ Those that a$ree to the issue o! sa)e-se( re&atio%ship he& the true esse%ce o!

post)oer%is) i% their be&ie!s ,here ho)ose(ua&it' is see% as a% ie%tit' a% %ot as a taboo5 it

is perceive as a%other !acet o! se(ua& e(pressio% a% %ot as a% aberratio%+ Their a%s,ers e&ve

upo% the post)oer%is) co%cept o! co&&ective e$a&itaria%is) ,here a&& peop&e are see% as e3ua&s

i% !u%a)e%ta& ,orth a% status5 thus* each o%e* i%c&ui%$ those o! the GBT co))u%it'* are

e%tit&e to ri$hts* &ibert' a% privi&e$es that are i%%ate a% para)ou%t to the %ature o! )a% as a%

i%e&ib&e u%it o! the societ'+ ast&'* those that partia&&' a$ree a% isa$ree ,ith the )atter o!

sa)e-se( re&atio%ship are but i%iviua&s that te%e to co)pro)ise bet,ee% the opposi%$

parties+ Their actio% oes%6t see) to !it that o! post)oer%is) but is e!i%ite&' a e!e%se

)echa%is) a$ai%st a%' possib&e pub&ic or socia& i%su&t+ The' ca% a$ree to isa$ree about the

)atter but it is e!i%ite i% their sta% that the' ,ish to sett&e thi%$s a)icab&'+ This* a)o%$ a&&

others* is a traitio%a& Fi&ipi%o attitue o! bei%$ %ice a% cautious about the ,ors bei%$ spo2e%+

##



Chapter

CONCUS.ON* RECO@@ENDAT.ONS AND .@=.CAT.ONS

Co%c&usio%

>e ca% co%sier our societ' as a% or$a%is)+ .t is a% ever evo&vi%$ e%tit' that i)bibes the

cha%$es o! the e%viro%)e%t+ These cha%$es are brou$ht about throu$h ti)e b' the ver'

co%stitue%ts that co%sist it* peop&e+ Fro) )'sticis) or re&i$ious !aith o! the pre)oer% era to

socia& sub7ectivis) o! the post)oer% ti)e* peop&e co%ti%uous&' cha&&e%$e the %or)* 3uestio%

the set sta%ars a% create %ove& ieas base o% the !u%a)e%ta& assu)ptio%s co%ceive upo%

observatio% o! the ph'sica& ,or&+ >e ha our !aith as the core o! our be&ie! s'ste) i% the past+

No,* ,e have our reaso%i%$ a% scie%ce as our too& to rive our societ' i%to co&&ective thi%2i%$+

Ho)ose(ua&it' ha e(iste i% histor' boo2s !or hu%res o! 'ears a% probab&' e(te%e to

#



prehistoric ti)es+ But it is i% our post)oer% era that a ratio%a& base&i%e !or its accepta%ce ,as

)ae+

.% &i%e ,ith this* it ,as the )ai% purpose o! the stu' to u%ersta% the '%a)ics o!

sa)e-se( re&atio%ship as it is u%erstoo a% &ive b' the $ro,i%$ ao&esce%ts o! our societ'+

Four 3uestio%s )ai% 3uestio%s ,ere !or)u&ate to a%s,er this a% the !o&&o,i%$ co%c&usio%s

,ere )ae:

1+ The ao&esce%ts appear to 2%o,* ,ith appare%t i%i!!ere%ce* sa)e-se( re&atio%ship as

both a )utua& re&atio%ship bet,ee% i%iviua&s o! the sa)e $e%er e)otio%a&

perspective a% as a )ere car%a& e%cou%ter o! ho)ose(ua&it' ph'sica& perspective+

0+ The sources or the )ea%s to their i%itia& e(posure to the co%cept o! sa)e-se( re&atio%ship

,ere throu$h a&& o! ,hich are o! e3ua& i% i%!&ue%tia& pote%tia& )ass )eia* their

co))u%it' a% !a)i&'Jc&ose !rie%s+

"+ E(perie%ces o! the ao&esce%ts ,ith re$ars to the issue ste) !ro) three )a7or

e%cou%ters that are a&)ost at par i% ps'cho&o$ica& i)pact a% are a&)ost a&,a's

over&appi%$ i% a% i%iviua&+ Their e(perie%ces )a' be perso%a& as bei%$ the o%e

i%vo&ve i% the sa)e-se( re&atio%ship or i%irect ,hich )a' co%stitute that o! ,it%essi%$

a %ei$hbor or so)eo%e arou% isp&a'i%$ a%' !or) o! ho)ose(ua& act* or that o! sheer

,ar%i%$s* curious stories or pa&e ru)ors !ro) so)eo%e c&ose to us+

4+ Their sta% to,ars the issue is $rou%e !ro) a b&e% o! pre)oer% be&ie!s* post)oer%

vie,s a% pure e!e%se )echa%is)s ,hich correspo% respective&' to the three %ote

sta%s: those that isa$ree* a$ree a% co)pro)ise accepti%$ the post)oer% vie,poi%ts

!or to&era%ce o! ho)ose(ua&it' but retai%i%$ the core traitio%a& va&ues b' 2eepi%$

o%ese&!J!a)i&'J!e&&o, co-$e%er co%servative 7ust to appease the )a%'+

#



Reco))e%atio%s

Fro) the outco)e o! our research* ,e there!ore reco))e% to !uture researchers ,ho

,ish to rep&icate or i)prove o% our stu' to i%vo&ve )ore participa%ts i% their respective stuies

,hich ,ou& be iea& i% the $e%eratio% o! )ore accurate a% re&iab&e ata+ >e a&so ,ou&

reco))e% $atheri%$ ata !ro) the private eucatio%a& i%stitutio%s i! there are si$%i!ica%t

i!!ere%ces ,ith the va&ues $athere !ro) pub&ic i%stitutio%s+ Asie !ro) 7ust ta2i%$ i% 'outh as

a% e(c&usive popu&atio% i% the stu'* ,e ,ou& a&so &i2e to reco))e% the i%vo&ve)e%t o! au&ts

be&o%$i%$ to i!!ere%t a$e $roups a% i% various !ie&s o! ,or2 as ,e&& as those ,ho are )e)bers

o! the GBT co))u%it' a% those ,ho have a&rea' e(perie%ce or are curre%t&' e(perie%ci%$

sa)e se( re&atio%ship+ .% aitio%* ,e ,ou& &i2e !uture researchers to co%sier )a2i%$ both

3ua%titative a% 3ua&itative stuies that are i%c&i%e to )easuri%$ the re&atio%ship a% or

corre&atio% o! certai% co%crete !actors to,ar peop&e6s co%cept o! sa)e se( re&atio%ship+

Further)ore* )ore stuies i%vo&vi%$ ho, peop&e te% to eviate a,a' !ro) their $e%er or eve%

se( !ro) birth cou& a&so be )ae+

>e a&so reco))e% to teachers* schoo& perso%%e& other eucators ,ho are ob&i$e to

eucate their stue%ts about se( eucatio% to a vie,poi%t that is base o% proper research a% %ot

base o% co))o% or crue stereot'pes or perso%a& preco%ceptio%s about the GBT co))u%it'

to avoi the !urther passa$e o! )isu%ersta%i%$s that )a' &ea to iscri)i%atio% a% i%7ustice+

@oreover ,e su$$est that those ,ho are i%vo&ve i% the hu)a% resource epart)e%t o!

estab&ish)e%ts be )ore 2%o,&e$eab&e to up-to-ate researches re$ari%$ i!!ere%t $e%er

orie%tatio%s so as to steer c&ear o! pre7uice a% iscri)i%atio% i% assessi%$ a% eter)i%i%$ a%

#



i%iviua&6s capacit' to per!or)* brou$ht about b' &ac2 o! thorou$h u%ersta%i%$ a% scruti%'+

Aitio%a&&' ,e avise pare%ts* re&atives a% other !a)i&' )e)bers ,ho are i% a%

i))eiate or i% a% i%irect re&atio%ship to a% i%iviua& ,ith a i!!ere%t $e%er orie%tatio% to

reco$%i9e the i)porta%ce o! bei%$ ,e&& i%!or)e so as %ot to have a prei&ectio% to preva&e%t

co%ve%tio%a& reaso%i%$+

These reco))e%atio%s are )ae to e%sure a better eucatio% a% appreciatio% o! the pub&ic

to,ars the %otio% o! sa)e se( re&atio%ship as ,e&& as the activities o! the GBT co))u%it'+

.)p&icatio%s

Due to isti%ct $e%er orie%tatio% be&ie!s ,ith a co)pou% co&&ectio% o! both pre a%

post)oer%istic reaso%i%$* i%%u)erab&e co%se3ue%ces )a' be co%cee such as: $e%er i%e3uit'

or e3ua&it' i% vocatio%a& hiri%$+ This )a' a&so co%ceivab&' a!!ect i%iviua& or $roup

prei&ectio%s to appoi%ti%$ &eaers+ O%e possib&e repercussio% is the assi)i&atio% o! po&icies i%

various $over%i%$ i%stitutio%s a% or$a%i9atio%s to i%iviua&s ,ith i!!eri%$ $e%er orie%tatio%s+

.t ,i&& a&so cha&&e%$e the i%te$rit' o! the =hi&ippi%es as a Christia% %atio%+

#



Re!ere%ces

About #I o! Fi&ipi%os See The)se&ves i% a Sa)e-se( Re&atio%ship - S>S Surve'+ 014*

Februar' 14+ Retrieve Apri& 0* 01* !ro)

http:JJ,,,+$)a%et,or2+co)J%e,sJstor'J"4404J&i!est'&eJabout-#-o!-!i&ipi%os-see-the)se&ves-

i%-a-sa)e-se(-re&atio%ship-s,s-surve'sthash+8E)&3rB7+pu!

A)erica% Co&&e$e o! =eiatricia%s+ %+++ @a&e Ho)ose(ua& Behavior+ Retrieve @a' 4* 01*

!ro) http:JJ!actsabout'outh+co)JpostsJ)a&e-ho)ose(ua&-behaviorJ

Boh&i%* S+ 0#+ He&pi%$ Tee%s U%ersta% Ho)ose(ua&it'+ Retrieve @a' "* 01* !ro)

http:JJ,,,+i%p&ai%site+or$Jht)&Jtee%sPa%Pho)ose(ua&it'+ht)&

Bri%2)a%%* S+ 04+ K%o,% Causes o! Sa)e-Se( Attractio%+ Retrieve Apri& 0* 01* !ro)

http:JJ,,,+catho&iceucatio%+or$Je%Jco%trovers'Jho)ose(ua&it'J2%o,%-causes-o!-sa)e-se(-

attractio%+ht)&

C&outier* C+ 01#* 8u%e 0+ @ost You%$ A)erica%s Over,he&)i%$&' Support Ga' @arria$e+

Retrieve @a' "* 01* !ro) https:JJ,,,+bosto%$&obe+co)J%e,sJ%atio%J01#JJ0Ja&)ost-)i&&e%%ia&s-support-sa)e-se(-)arria$eJup$BQbQ.v8MYQ@OE&$tNJstor'+ht)&

De&a Cru9* =+ 01#* @a' 1+ 1# Reaso%s =hi&ippi%es is %ot Ga' Frie%&'+ Retrieve @a' 1*

01* !ro) http:JJoutra$e)a$+co)J1#-reaso%s-phi&ippi%es-is-%ot-$a'-!rie%&'J

Fo%bue%a* C+ 01#* 8u%e 0+ i% 1 Fi&ipi%os oppose sa)e-se( )arria$e surve'+ Retrieve

@a' 1* 01* !ro) http:JJ,,,+rapp&er+co)J%atio%J4-sa)e-se(-)arria$e-surve'-phi&ippi%es

http://outragemag.com/15-reasons-philippines-is-not-gay-friendly/

http://outragemag.com/15-reasons-philippines-is-not-gay-friendly/



Foucau&t* @iche& 1 1+ The Histor' o! Se(ua&it' /o&u)e 1: A% .%trouctio%+ o%o%:

A&&e% a%e+ .SBN -1"-14-1+

Hat9e%bueh&er* @+ +* @S* @=hi&* Hasi%* D+ S+* =hD* Ke'es* K+ @+* @=H* @cau$h&i%* K+

A+* =hD+ 0* Au$ust 04+ The .)pact o! .%stitutio%a& Discri)i%atio% o% =s'chiatric Disorers

i% esbia%* Ga'* a% Bise(ua& =opu&atio%s: A =rospective Stu'+ Retrieve @a' "* 01* !ro)http:JJa7ph+aphapub&icatio%s+or$JoiJabsJ1+01#JA8=H+0+11#

Kirb'* A+ 0* Nove)ber 10+ Freu o% Ho)ose(ua&it'+ Retrieve @a' 4* 01* !ro)

@atsu)oto* D+* H,a%$* H+ 011* @a'+ Reai%$ Facia& E(pressio%s o! E)otio%+ Retrieve

@a' 4* 01* !ro) http:JJ,,,+apa+or$Jscie%ceJaboutJpsaJ011J#J!acia&-e(pressio%s+asp(

K&ie$)a%* R+ @+* @D* Sta%to%* B+ F+* @D* St+Ge)e* 8+ >+* @D* Schor* N+ F+* @D* =hD+

01+ 1elson $e#tbook of 2ediatrics 0th e+* /o&+ 1-0+ =hi&ae&phia: E&sevier+

@aise&* N+ C+* Fi%$erhut* A+ >+ 011* 8u%e 1+ Ca&i!or%ias Ba% o% Sa)e-Se( @arria$e: The

Ca)pai$% a% its E!!ects o% Ga'* esbia%* a% Bise(ua& .%iviua&s+ Retrieve @a' "* 01*

!ro) http:JJo%&i%e&ibrar'+,i&e'+co)JoiJ1+1111J7+1#4-4#+011+1+(Jabstract

@asci* D+* @ote&* S+ 01#* 8u%e 0+ # Facts About Sa)e-se( @arria$e+ Retrieve @a' "*

01* !ro) http:JJ,,,+!aceboo2+co)J&+php?uhttp:JJ,,,+pe,research+or$J!act-ta%2J

IE0IIAJ0Jsa)e-se(-)arria$eJhAVGoNa&F

@atsu)oto* D+* H,a%$* H+ 011* @a'+ Reai%$ Facia& E(pressio%s o! E)otio%+ Retrieve

@a' 4* 01* !ro) http:JJ,,,+apa+or$Jscie%ceJaboutJpsaJ011J#J!acia&-e(pressio%s+asp(

@o9es* A+ 01#* 8u%e 0#+ Sa)e-se( @arria$e O!!ers Coup&es =s'cho&o$ica& Be%e!its* E(perts

Sa'+ Retrieve @a' 1* 01* !ro) http:JJ,,,+cbs%e,s+co)J%e,sJsa)e-se(-)arria$e-o!!ers-

coup&es-ps'cho&o$ica&-be%e!its-e(perts-sa'J

@u%se'* C+ 01* October+ =s'cho&o$'6s Case !or Sa)e-se( @arria$e+ Retrieve @a' "* 01*

!ro) http:JJ,,,+apa+or$J)o%itorJ01J1Jsa)e-se(+asp(+ /o& 41* No+* p+4

O%$* E+ 014* @arch 1"+ .%si$hts o! the Youth o% Sa)e Se( @arria$e+ Retrieve @a' "* 01*

!ro) https:JJpre9i+co)Jbusc,!h2pbJi%si$hts-o!-the-'outh-o%-sa)e-se(-)arria$eJ

=acha%2is* 8+ E+ 014+ 3linical 2sychology4 "cience and 2ractice /o&+ 01+ Ya&e Schoo& o!

=ub&ic Hea&th+

=o,e&&* B+ 04* Februar' 04+ >hat o 'ou Thi%2 About the e$a&i9atio% o! Sa)e-se(

@arria$e? Retrieve @a' "* 01* !ro)

http:JJ,,,+ber2e&e'+euJ%e,sJ)eiaJre&easesJ04J0J04Ppov+sht)&

Ri$$&e* E+ D+* Hor%e* S+ G+* Rostos2'* S+ S+ 01* Februar'+ =s'cho&o$ica& Distress* >e&&-

bei%$* a% e$a& Reco$%itio% i% Sa)e-se( Coup&e Re&atio%ships+ Retrieve @a' "* 01* !ro)

1



http:JJps'c%et+apa+or$J7our%a&sJ!a)J04J1J0J

Ritter* K+* =hD+ %+++ Therapeutic .ssues !or Sa)e-se( Coup&es+ Retrieve @a' "* 01* !ro)

https:JJ,,,+aa)[email protected]#JAA@FTJCo%te%tJCo%su)erPUpatesJTherapeuticP.ssuesP!orPSa

)e-se(PCoup&es+asp(

Saoc2* B+ 8+* Saoc2* /+ A+* Rui9* =+* @D+ 014+ 5aplan and "adock6s "ynopsis of

2sychiatry4 Behavioral "ciences73linical 2sychiatry 11th e++ >o&ters K&u,er

Sa)e Se( Attractio%+ %+++ >hat Causes Sa)e-se( Attractio%? Retrieve Apri& 0* 01* !ro)

http:JJ,,,+sa)ese(attractio%+or$J,hat-causes-sa)e-se(-attractio%+ht)

Shu&)a%* 8+ +* Gotta* G+* Gree%* R+ 011* Apri& 1+ >i&& @arria$e @atter? E!!ects o!

@arria$e A%ticipate b' Sa)e-Se( Coup&es+ Retrieve @a' "* 01* !ro)

http:JJ7!i+sa$epub+co)Jco%te%tJ""J0J1#+short

TF= Stue%t Actio%+ %+++ 1 Reaso%s >h' Ho)ose(ua& @arria$e is Har)!u& a% @ust beOppose+ Retrieve @a' "* 01* !ro) http:JJ,,,+t!pstue%tactio%+or$Jpo&itica&&'-

i%correctJho)ose(ua&it'J1-reaso%s-,h'-ho)ose(ua&-)arria$e-is-har)!u&-a%-)ust-be-

oppose+ht)&

Tho)pso%* Devi%e+ 1* @a' #+ Ho)ose(ua&it': Bio&o$ica&&' or E%viro%)e%ta&&'

Co%structe+ Retrieve @a' "* 01* !ro)

http:JJ7rscie%ce+,cp+)uohio+euJResearchJHNature=roposa&sArtic&esJHo)ose(ua&it'+bio&o$ica&&+

ht)&

/oice o! A)erica+ 01#* 8u%e 0+ US Sa)e-Se( @arria$e Ru&i%$ i2e&' to .)pact Other

Cou%tries+ Retrieve @a' "* 01* !ro) http:JJ,,,+voa%e,s+co)Jco%te%tJap-us-sa)e-se(-

)arria$e-ru&i%$-&i2e&'-to-i)pact-other-cou%triesJ04#11+ht)&

>atercutter* A+ 01"* 8u%e 0+ Ho, =op Cu&ture Cha%$e the Face o! the Sa)e-Se( @arria$e

Debate+ Retrieve @a' "* 01* !ro) http:JJ,,,+,ire+co)J01"JJpop-cu&ture-sa)e-se(-

)arria$eJ

>e&&es&e' Ce%ters !or >o)e%+ 01"+ Ho, e$a&i9atio% o! Sa)e-Se( @arria$e Has .%!&ue%ce

@assachusetts Coup&es+ Retrieve @a' "* 01* !ro) http:JJ,,,+,c,o%&i%e+or$JResearch-

Actio%-Report-Spri%$JSu))er-0Jho,-&e$a&i9atio%-o!-sa)e-se(-)arria$e-has-i%!&ue%ce-

)assachusetts-coup&es

0



A==END.CES

"



A==END.M A: etter to the =ri%cipa&

4



A==END.M B: etter to the Schoo&

#



A==END.M C: .%!or)e Co%se%t a% etter to the Stue%ts

A==END.M B: .%!or)e Co%se%t a% etter to the Stue%ts



1



0



"



4



#



A==END.M C: Su))ar' o! The)es



Research

Vuestio%The)es Subcate$or' Tra%script .%terpretatio%

1 @' &ove* )'

!e&&o, $e%er

8e%e&&a: Sa)e se( is &i2e sa )$a &esbia% 2a$

$ir&* parehas si&a %$a $ir&+

8a% @arie: Gir& to $ir& re&atio%ship 2a$ bo' to

bo' re&atio%ship

Fruttie: Sa)e $e%er+ Oo* $ir& 2a$ $ir&* bo'

2a$ bo'+

8oh% Gabrie&: sa)e se(++u))))++ sa)e se(++

.sa 2aW .sa 2aWesire sa%$ sa%$ isa 2aWsa%$ isa 2a i%iviua& to )a2e &ove sa isa

)a% 2a i%iviua&+++ 2a' )a' )$a 2a' )a'

)$a tao )a% %a )$a a$i ba? Si'e)pre $usto

)a% %i&a %a )a2a a%u si&a &a2i )a% 2a$ 2a$

)a' )$a tao )a% %a )$a to)bo' te $usto

)a% %i&a ++%i&a )a2apa$ a%o sa isa 2a ba'e

2a' %a2ita %i&a %$aW !ee&i%$ $a&i %i&a %a ito

si&aW$usto %i&a++

Re$i%e: Sa)e se( re&atio%ship+

Ka'&a: A%$ sa)e se( %a%$ 2u%$ p,ee a%$

baba'e )a sa baba'e 2a$ p,ee a%$ &a&a2e sa

&a&a2e+

orai%e: Sa)e-se(? W+ A%$ $e%er parehas+

@ar' @iche&&e: Gir& to $ir&+ Bo' to bo'+

E)otio%a& Sie+

This the)e is about

the u%ersta%i%$ o!the respo%e%ts that

sa)e-se(

re&atio%ship is but a

re&atio%ship bet,ee%

t,o peop&e o! the

sa)e se( that share a

)utua& respect a%

u%ersta%i%$ ,ith

their !ee&i%$s

to,ars each other+

Sa)e-se( ,ith

be%e!its

Kie!er: uh))++ ah sa)e $e%er havi%$ se(ua&

i%tercourse+

Ric2' @arti%: Ka' 2is-a sir a%$ &a2i %$a a$i

=h'sica& Sie+

This the)e is $eare

to,ars the

u%ersta%i%$ that

sa)e-se(



ba&a sir a, a, )a' pa$2a &ai% )a% ba&a sir

batasa% sir ha, $%a ta$aa% 'a sir a%$ i'a %$a+

For e(a)p&e a%$ )i$o 'a bi sir %$a &a2i sir

%a%$ 2,arta tapos )apa a%o saW )apa a%o

sirW )apa a%o sir++ a, )apaW a, )pa

hi2ap ba&a sa i'a sir ha,W

Te tapos a%$ &a2i )apasu$ot &a%$ %a sir )o

2a'++ 2a' te $i%++ $i%ta$aa% si'a 2,artaW

)apasu$ot &a%$ %a si'a a%$ &a2i+

Ra')ar2: u,a 2a ta,oW u,a 2a sa)e

se(W u,a 2a &a2i to &a2i %$a $a a%oW $a

se(W $a a%uW h)))W $a pa2asa&W

re&atio%ship is 7ust a

ph'sica& e%cou%ter

o! ho)ose(ua&

i%tercourse a%

%othi%$ )ore+

0 @eia Beca)e

@' .ea

Goo$&eJ.%ter%et 8e%e&&a: Uh)++ throu$h research sa $oo$&eW

U%a-u%a a%$ i%ter%et )a2ahata$ )ore pa $i

%a i%!or)atio% )a' ara $i 'a iba% ,a&a )o

)a% $i%a pa%$ita pero )a2it-a% )o %$a $rabe

eve% !ive 'ears o& )a2ata%-a,+++

8oh% Gabrie&: ah ,a&a sa )$a a%u &a%$ sa )$a

socia& )eia &a%$ $i

Ric2' @arti%: Sa !aceboo2 sir )a' %a a%o++

)a' %a2ita )a% 2o sirW /ieo sirW Na%$++

a%$ &a2i ba& sir ha, a,++ %a&u'a$ si'a sir sa

a$i 2a' %a)i sir++ 2a' %a)e ba&a sir a%$ i'a sir

%$a pa$2a batasa%++ %a)e saW

Ra')ar2: %a%$ $rae +++ %a%$ $i% tu&u-a%

)a% &a%$ 2o sa%$ a%o 2o+++ sa%$ c&ass)ate 2o

parte sa ira+++ $i% search 2o u%a-u%a a%$ )$a

por%tube* )$a retube* )$a basta+++ a)o-a)o %$a tube+++ &au$hs

This the)e e(p&ai%s

the phe%o)e%o% that

the i%tervie,ee

ac3uire his or her

2%o,&e$e o! sa)e-

se( re&atio%ship

throu$h the ,eb or

b' bro,si%$

accie%ta&&' or

i%te%tio%a&&' throu$h

the i%ter%et+

T/JOther @eia 8a% @arie: Dii% 2a u%a %a2abati about sa)e-

se(? sa++ +sa T/ patro&+

Ka'&a: Sa %e,s &a%$ %abatia% 2o 2a' $a

8ust &i2e bro,si%$

throu$h the ,eb* the

iea about sa)e-se(

re&atio%ship ,as

ac3uire i%cie%ta&&'

b' ,atchi%$ T/



&a%ta, )a% 2o ba&ita+ Tapos %aba&itaa% 2o

)a% %$a sa iba% %$a %a ba%sa )a2asa& a%$

baba'i 2a$ baba'i )$a &a&a2i 2a$ &a&a2i ira

2o %aba&-a% a%$ sa)e se(W

Ra')ar2: sa u%a u%a 2o %$a 2uha sa ba&itaW

pero a)u sa )ovieW a)u %aW &au$hs

sho,s* &iste%i%$ to

raio te&ecast* seei%$

posters or pri%t as

a% others+

So)eo%e c&ose

to )e sho,e

)e

Fa)i&' )e)ber

a% !rie%s

e(posure

8e%e&&a: Huo+ Actua&&' a2o% )a%$ho a)o

)a% a$i+

8a% @arie: pero )a' c&ass)ate 2o isa tapos

to)bo'W a%$ )i$a %'a !rie% 2o )a% %$a

CAT o!!icer

Kie!er: Huo )a' ara si )a%a%$ 2o )a'

to)bo' si'a %$a )i$a+

Re$i%e: Ka' a, %a2ita 2o ba&a sa+ Ka' a%$

c&ass)ate 2o ba&a a, $i% pa i%sti%i 'a 2o+

Ra')ar2: %a%$W i%i 2a )a$ a%oW tabo-

taboW

Ra')ar2 a, so)ethi%$ ,ro%$ ba&a sa

a&u)W &au$hs

ra')ar2: bisa% si%-o &a%$ 2u%o 2a'W 2a'

2aba&o )a% si )a)a %$a )a'pa$2a a%o 2oW

i%i &a%$ 2o 2u%o basta )a$ u&o)W i%i

&a%$ 2o 2u%o )a$ 2atoW

This the)e e(p&ai%s

the phe%o)e%o% o!

&ear%i%$ sa)e-se(

re&atio%ship !ro)

hearsa's* !ree

iscussio%s or casua&

ta&2 !ro) peop&e atho)e or

c&ass)atesJ!rie%s i%

schoo&+

>hat happe%e

arou%*

u)b!ou%X

Co))u%it' Fruttie: Sa%$ bata pa 2o* s'e)pre* $a2a2it-a%

2o )a% sa pa&ibot 2o+

8oh% Gabrie&: eh* 2isa )a% &a%$++ ta$a a%o

2oW ta$a &aba' 2o sa puro2 %a)u%

This the)e e(p&ai%s

the occurre%ce o!

2%o,i%$ sa)e-se(

re&atio%ship b' 7ust

seei%$ it arou% 'ou

or b' bei%$ e(pose

to eve%ts that



Kie!er: Sa pa&ibot 2o eh+ Kita 2o u,a 2a &a2i

%$a $a ho&i%$ ha%s 2a$ )a' ba'e 2a$

to)bo' %$a $a ho&i%$ ha%s+

Re$i%e: Sa a)o% co))u%iaW A)o %a eh

$a a%o si&aW

Ka'&a: Sa%$ !irst 'ear 2o %a %$a&u'a$ sa sa

a2o% tapos $,apa sa i'a %a%$ io& 2o sa 2a'

2a $,apa sa i'a ba&a s'a ta%i a%$ )oe& 2o

2a' a&a) sa i'a tapos sa$a sa )a$ vo&&e'ba&&

pro 2abati 2o to)bo' sa $a&e te %a %$a&u'a$

sa %a%$ a%$ )$a )i$a 2o %a)ia% sa i'a te a%$

)i$a 2o a%$ %a$ sabat sa i'a 'a+ Tapos ,a&a

2o 2aba&o+++

orai%e: Na a%o* %a $a stor'aha%a' 2a)i %i

)a)a+ Tapos sa tupa ba&a'+ @a' $a

istor'aha%a' )a% sa i%i %$a tsis)isW %$a a$i

2a$ a$iW A'* a$i 2a$ &a&a2i+W Gaa%o* $a a)o

%a+

Ric2' @arti%: A%$ saW )aistra 2o sir++

sa sa)e se(++ si )a6a) Ta$i'a $uro sir++ sa

@A=EH? 2a'++ para ba&a sir )a i%trouce ba&a

sir ha, %$aW %$aa a%$ sa)e se( re&atio%ship

sir &ai%

Ra')ar2: sa a%uW saW sa )$a a%u %a)u%W

saW a%u %a ta,a$ )a%W s3uatter 2o )u%$ ti

2a' sa )$a a%u %a)u% sa 2i&i-2i&iW a)u$a a%uW a)u )$a a$i %a )a' a%u )a' upo

%a )$a asa,a or a, asa,a %$a &a2iW

Ra')ar2: )a' ara 2o )aestra sa%$ $rae W

ti* $i%a a%o 'a sa a)o% 2u%$ a%o a%$ se(W ti

2a' a)bot 2u%$W $i%a a%o %i'a sa a)u%W

su$$est the iea o!

such+



pero si'a %$aW a)bot a%o %a si'a %$a

sub7ect* pero )a' $i%a tu&o %i'a sa a)o%

2u%$ a%o ba&a 2u%$W a%$ epe2to )a$ a%oW

a)u %a a%o a%$ epe2to sa isa 2a a%oW 2u%$

a%o a%$ )asa2it )a a%o sa i%'oW ,a&a pa to

&abot a%$ H./W a, ,a&a pa tu $a%i a%oW

a, )$a a)u &a%$ %aW tapos sa%$ a%o 2o

%$a %aba&-a% 2o %a $rae %a a)o $a&i )$a

a%oW )$aW tu%$o sa++ a)u %aW se(W

" Diar' o!

so)eo%e c&ose

to )e

.))eiate

Fa)i&' @e)ber

8e%e&&a: N$ 2a' )a' ara )a% sa a)o% %$a $a

&ive-i% si&a u,a %$a sa)e se(+ N$ actua&&'

a%o %a si'a* uto %a si'a sa%$ a2o% %a tita+

Kie!er: Huo )a' ara si )a%a%$ 2o )a'

to)bo' si'a %$a )i$a+++ c&ass)eta%ai %a si&a

u,a sa%$ co&&e$e 2a$ %at'pa% %i'a 2a$

2abuot sa i'a+ =er)e si&a i%upo %$a u,a

2a$ a%o pa $i a%$ babae %a )a' $usto )a%

sa i'a tapos $i% pa%$a&u'a$a% 'a 2a' $usto 'a

)a%

Ka'&a: tapos a%$ ti'a 2o )i$o 'a to)bo'+

Tapos 2u%$ )a$ a2ba' a2ba' si&a te pareho

2a)o baba'i $a a)o a)o 2a)o %a sa pub&ic

%$a &u$ar 2a&a,-a' )a% $uro+

Fruttie: N$a a)o %a $a&e+ U&ihi 2o %a &a%$

%aba&-a% $a&e+ Subo%$ 2o &a%$ $a&e %aba&-a%+

Abi 2o a%o &a%$ si&aW !rie%s $a&e &ive-i% %a

si&a+

This the)e e(p&ores

the e(perie%ce o! the

i%tervie,ee i% their

!a)i&' ,ith re$ars

to the issue o! sa)e-se( re&atio%ship+

Frie%s 8e%e&&a: So )a' ti)e %$a $aupo 2o sa )$a

!rie%s 2o pero ,a&a 2o $i %a up!ro%t %$a%a2ita 2o $i+ Gi%a su$i &a%$ %i&a sa2o%+

orai%e: @a' ara 2o e(perie%ce sa%$ %a$&i$a

sa @i%a%ao 2a)i %a )a' !rie% 2o %a

@us&i) %a a%o* %a a%o* to)bo' ba&a* &esbia%+

This the)e e(p&ores

the eve%ts re&ati%$ tosa)e-se(

re&atio%ship as

e(perie%ce b' the

!rie%s o! the

i%tervie,ees+

1



Gapabat'a$ ba&a si'a sa i)o+ au$hs* a%

$i$$&es+ Kasaba+ =ero* ,a&a 2o 'a

$apasapa2* bis2a% a%o pa a%$ hi)uo% %i'a*

hi%i 2o 'a+ &au$hs

Ha)ba& 2o* sa&a )a% %a $'apo%+ A%$ baba'i

sa baba'i* sa&a $i %a 'a+

Ric2' @arti%: sa%$ %a2ita 2o ba&a sir ha,

%a%$ a%o sir ha,++ )i$o 2o sir ha,+ @i$o 2o++

te 2a' %a2aW Te 2a' %a2ita 2o sia a%$ i'a sir

%$a %ub++ %ub'o++ a$i++ teW &ai% %a %a si&a

ba&a sir ha,++ %a%$ a)o %a si&a )a'W

tsis)is ba&a sa i'a sir ha, %$a a%oW

@ar' @iche&&e: Ga stor'a-stor'a* a'o% a,

)a' re&ative 2a)i %a )i$a ba&a %a)o% ha,

a'o% a, )a' re&ative si'a %a )a' %a2a

sa)e-se( )arria$e a, 2a a)o %a ba&a ha,*

a)o %a a'o% topic %a)o%+

Ra')ar2: 2a' a%u 2a)i %a'o% )u%$W &apit

ba'ba'W %a%$ ara 2o sa pir)e sa a%oW &i2e

sa%$ %a$ta)ba' 2o )a' ara 2o %$a )a2ita %a

a$i+++ tapos )a' ara $a su%o %$a &a2i+++ tapos

)$a pi&a &a%$ 2a oras* tat&o $uro 2a oras 2a'

$apu%$2o &a%$ 2a)i aa% %$a )a' upo 2o

%$a %a $i%a stor'a %a !rie% )a%+++ tapos

)aabot %a si&a )a' $a a%o+++ u%a )a'* u%a 2o

%$a a%o )a' %abati-a% 2o %$a a, $a

si'a$it+++ a, $a ahhh+++

Ga's %e(t oor Nei$hbor &ive-i% 8e%e&&a: Actua&&' a)o sa)o% )$a $a' )o+

8a% @arie: 2a' )a' tupa ba&a' 2)i %a ba'e

2a$ to)bo' ba& +a%o% %$a )a' re&atio%ship

si&a %$a u,a+++

Fruttie: Ga2a2ita 2o )a% &a%$* ,a&a %a)a%+

This the)e is about

the perso%a&

e(perie%ce o! the

i%tervie,ee b'

,it%essi%$ actua&

eve%ts occurri%$

pro(i)a& to their

aboe+

0



Ka' sa a)o% to ba&a )a' $a-&ive-i% si&a+

8oh% Gabrie&: 2isa )a% &a%$++ta$a a%o 2oW

ta$a &aba' 2o sa puro2 %a)u%

Ra')ar2: a, &ai% %a $a%i+++ 2a' %a%$ihi 2o

to )oh+++ ti 2a' ba&a' %i %i&a+++ ti ara 2o a sa

hi$a %a%$ihi 2o+++ ti 2a' )a' bus&ot+++ ha)ba&

2o )a' $a a%o a )a%+++ pa$ a)u 2o %a ho

ti+++ $rabe $i 'a+++ &au$hs aso2-aso2 $i

'a+++ &au$hs

@a'be . a)*

)a'be .6) %ot

=erso%a&

e%cou%ter

Re$i%e: Huo 2a' a, %a2a a$i )a% 2o pero

a, &ai% $i 'a 2u%$ bo' a%$ i)o 2a re&atio%

2a' sa sa parehas 2a)uW

Ka' 2u%$ sa baba'i 2a' sa baba'i a, $i%a

$i&+ara%+ !ace $ri%%e &ri$ht !i%$ers sprea

7ust a !e, i%ches !ro) the !aceDa, 2a &ai%

sa%$* a, i%i ba&a 2o)portab&i the ,a' )a$

upo 2a)u sa $u,a %a ba&a+

ai% 'a sa &a&a2i %$a a, 2a prou sa i)o+

Ra')ar2: u%a %a2u&baa% 2o+++ 2a' u%a 2o si'a

)u%$+++ %a%$ $rae )a% 2o to+++ %a%$ !rie%2o )a% tu si'a+++ upo 2o )a% to si'a &a%ta,+++

&au$hs tapos $i%ha)ba& 2o sa i'a %a+++ o2

&a%$+++ o2 &a%$ 2u%o sa i'a+++ pero i%i i%i

si'a+++ h))) a)u %a+++ pero i%i si'a+++ )a'

!ee&i%$s $i 'a+++ !rie%s &a%$ 2a)i a'o%+++

pa$2atapos+++

This the)e e(hibits

the perso%a&

e(perie%ce o! the

i%tervie,ee bei%$

that e(act perso%

&ivi%$ the

circu)sta%ce o!

sa)e-se(

re&atio%ship+

4 et the) be*

but %ot !or )e

.! $u'* o%6t &i2e

to see a%other

$u' ho)ose(ua&+.! $ir&* sa)e+

Kie!er: O2a' )a% &a%$ 2a' per)e 2o si&a

)a2ita+ Sa pa&ibot aa% sa a)o% aa% 'a

a)o $are&as'o% %$a to)bo' per)e 2o aa%)a2ita+ + + Sa a$i hi%i si'ao+

Ric2': Huo a$ree 2o sa baba'e 2a$ sa baba'e

pero sa &a&a2i 2a$ sa &a&a2i i%i 2o a$ree

This the)e e(p&ai%s

the sta% o! the

respo%e%ts that

the' are 7ust o2 ,ithsa)e-se(

re&atio%ship as &o%$

as it is happe%i%$

,ith other peop&ea% %ot i% their

!a)i&' or a%' perso%

o! the sa)e $e%erie%tit' e+$+ $u' is

"



%ot o2 seei%$

a%other $u' i% a

sa)e-se(re&atio%ship but o2

,ith $ir&s havi%$ a

re&atio%ship ,ith

a%other $ir& a%vice-versa+

Not o2 i! it6s a

)e)ber o! the

!a)i&'

Re$i%e: Gapa%$a2i$ si'a+ Si )a)a

Gapa%$a2i$ si'a 2a' 2a&ai% 2u%o+ Ka' baba'i

baba'i+

O2* thou$h

eter)i%e %ot

to beco)e o%e

8oh% Gabrie&: !ee& 2o++a, 2a a%u )a%

&a%$++a, 2a o2+++ o2 &a%$ pero %aW pero %$

%aha)ba& 2o $ sa a2o% %a se&! 'a %a i%i $

2o )a$ a%o a$i %$a )a$ a%o sa is a2a a$i+

@ar' @iche&&e: O2 &a%$ ah+ =abor 2o 2a' i&a

)a% %a 'a )o+ Na%$ i&a %a %$a esis'o%* i&a

%a !reeo) para )a$pi&i+ +++hi%i 2o !ee&

)a$-re&as'o% sa baba'i+ Oo* o2a' &a%$ i! sa

iba%+

Ric2' @arti%: A%$ sa)e se( para sa2o% sirW

a, a%oW a, )a'o ba&a sir ha,

Ka'W 2a' a%$ !or e(a)p&e bi sir %a%$ ba'i+

For E(a)p&e b a%$ i'a bi %$a %ub'o b to)bo'

sir te 2a' a, 2a 7o2e 7o2e &a%$ ba&a sir ha,+

Haha+ >a&a )a% 2a)i sir %a$ a%o sa i'aW

%a&u'a$ si'a sa a)o%++

For &i!e a%

&ibert'* $e%er

e3ua&it'

=eop&e are i%-

&ove a% socia&&'

he&p!u&

8a% @arie: sa a2o% a,,, ,a&a )a% &a%$ 2o

&abot sa i&a %$a re&atio%ship+++ 2a' the' &ove

%a)a% each other haha ira &a%$ 2o asta+

Kie!er: 2u%$ sa++ ba&e sa++ sa++ a%$ uto 2o

tsa2to 'a 2a' $apa&a%$$a%a' )a% si&a u,a

2a$ ,a&a )a% si&a )a' $i%a a%o %$a iba%++

Ka'&a: O2a' &a%$+ Gapa&a%$aaa%a' si&a pero

2u%$ sa a)o% bi a, a, i%i )a% 2o a$ree

The the)e e(p&ai%sthat sa)e-se(

re&atio%ship is %ot a

prob&e) si%ce

peop&e ,ho are i%

this are sti&& o! be%e!it to the societ'

a% are e&i$ib&e to

their i%%ate !reeo)+

4



2u%$ ara ba&a a%$ a, )$a hi%i )a% $i

si&i%$ %$a $apa&a%$aa%a' si&a 2ita 2o &%$ %$a

ser'oso si&a o2a'+

@ar' @iche&&e: +++a, $i% pa$-it'i%i 2o pa$i ba&a a&u)+++ %a i&a %a' a )o* 2a' ira %a

si&a 'a %a&ipa'+ Ka$ $i%a e(p&ai% )a% %i&a

2u%$ a%o a%$ !eei%$ )a$-re&as'o% sa sa)e-

se(W

Fruttie: Ga' 2o %$a tito pero ,a&a )a% si'a

a%oW ,aa' )a% si'a &a&a2i+

O2a' )a% &a%$+ Gabu&i$ )a% si'aW $abu&i$

)a% si'a sa i'a )a)a a,+

Freeo) to

beco)e ,ho 'ou,a%t to be

Fruttie: Ka'W )a' a%oW !reeo) )a% a%$

2aa isa sa ato%+ Basta ,aa' )a% $%ahi&abta%%$a iba% %$a ta,o+ Da, ,a&a )a%

$i%aape2tuha%+

Re$i%e: Ka' a%$ c&ass)ate 2o ba&a a, $i%

pa i%sti%i 'a 2o+ Ara ba&a %$a ,a&a )a%

2a)u %i&a $i%a hi&abta% 2a' si&a )a% %a 'a i&a

)a% %a 2a$ si&a )a% %a a%$ )a$a su!!er 2u%$

a%o )a% $i a%$ )atabo sa i&a+

@' oppositio%

is )' best

ecisio%

A$ai%st the bib&e 8e%e&&a: Base sa Bib&e %abasaha% 2o %$a

hi%i $i 'a p,ee %$a babae 2a$ babae 2a'

para++ iba Thou sha&& %ot co))it au&ter'

base sa 1 Co))a%)e%ts 2a$ Thou sha&&

%ot covet+ So hi%i $i 'a apat eh %$a a%o

babae 2a$ babae 2a$ &a&a2i 2a$ &a&a2i+ So a)o

$i %a %a$tu&o sa2o%+++

Kie!er: N$ 2a'W sa&a $i %a sa $i%oo a%$

)a$ part%er sa a%$ babae 2a$ babae )a%+

Re$i%e: Ba&e a%o iba a%$ $i% tu$a )a% &a%$

sa%$ Gi%oo baba'i &a&a2i+ Ka&ai% )a% %a $uro

%$a baba'i 2a$ baba'i )a$ 2,a% si&a ba&aW

This the)e e(p&ai%s

the iea that baseupo% the ru&es a%

teachi%$s set b' the

societ' a% re&i$io%*a% a&so ue to o,%

perso%a& aa)a%t

be&ie!s* the

respo%e%t isheavi&' i%sisti%$ o%

the traitio%a&

practice a% a%'

sa)e-se( re&atio% isa taboo+

#



A$ai%st o%es

perso%a& be&ie!s

8oh% Gabrie&: para sa a2o%+++ i%i %a c'a apat

=a$ . co%sier ahW 2a' a%$ isa a2a bae $%

hi)u para )a$ &ove sa is a2a &a2iW 2a$ a%$

&a2i $% $%hi)o para )a$ &ove sa isa ba'i

No possibi&it'

!orreprouctio%J!a)

i&'-bui&i%$

8oh% Gabrie&: ooW i%i si&a 2a bata 2a' %$

,a&a si&a++ 2a' %$ ,a&a si&a e$$ ce&&



A==END.M D: Fie& Notes

Fie& Notes

Na)e o! the i%tervie,ee: Fruitt'



Date a% Ti)e o! the i%tervie,: 8a%uar' * 01 at "p)

.t ,as a !i%e a!ter%oo% o! 8a%uar' * 01 at arou% "p) ,he% ,e co%ucte the a,aite i%tervie, !or

$rae 1 hi$h schoo& stue%ts ,ho vo&u%teere the)se&ves to be i%tervie,e o% the issues re&ate to sa)e se(re&atio%ship+ >e ,ere assi$%e o% o%e o! their c&assroo)s speci!ica&&' o% the 0% !&oor* a c&assroo) situate above

the $uia%ce o!!ice ,hich ,ou& serve as the )eeti%$ p&ace !or the i%tervie,+ >e $roupe ourse&ves to t,o or three

a% assi$%e ro&es to o the recori%$* to i%tervie, a% to o the ocu)e%tatio% throu$h a vieo to recor the ,ho&e

course o! the ocu)e%tatio%+ .t ,as !i!tee% )i%utes or so a!ter ,e arrive that the stue%ts be$a% to e%ter the roo)a% the' ,ere assi$%e their respective i%tervie,ers+

A si)p&e $ir& ,ith ta% s2i% to%e a% cur&' hair ,eari%$ a pair o! s)a&& earri%$s ,ith a brace&et* her .+D+ a%

,ith her co)p&ete u%i!or) ,as the o%e assi$%e to us+ >e seate ,ith her at the bac2 o! the roo) a7ace%t to the

bu&&eti% boar ,here ,e co%ucte the i%tervie,+

At the start o! the i%tervie,* a u%i3ue %a)e ,e hear Fruitt'* 1 'ears o! a$e+ >e i%trouce ourse&ves toher a% )ae her co)!ortab&e as possib&e b' bei%$ $e%t&e a% po&ite to her+ Si%ce the roo) ,as %ois' si%ce other

i%tervie,s ,ere co%ucte at the sa)e ti)e* she ,as s&i$ht&' te%se ue to the )ove)e%t o! her ha%s but it ,as o!%ote that she ,as ,i&&i%$ to participate because she observe e'e co%tact to the i%tervie,er a% ,as atte%tive to

a%s,er the 3uestio%s as2e o! her+ As the i%tervie,er poste his !irst 3uestio% the respo%e%t c&ari!ies i! she cou&%ot u%ersta% the 3uestio% a% spea2s irect&' to the poi%t+ As she e(p&ai%s her poi%t* ha% )ove)e%ts $oi%$ bac2

a% !orth ,ere observe+ A!ter stati%$ her ieas she stic2s out her to%$ue !or a seco% as $etti%$ rea' to spea2 a!ter

&iste%i%$ to the 3uestio%+ She a&so !i(es her u%i!or) !ro) ti)e to ti)e suppose to sa' that she )a2es herse&! )ore

co)!ortab&e+

As she reca&&s the ti)e ,he% she !irst 2%e, the co%cept about sa)e se( re&atio%ship* isti%ct ha%

)ove)e%ts ,ere observe ,herei% the respo%e%t pi%ches her ri$ht thu)b usi%$ her &e!t i%e( !i%$er a% &e!t thu)b

su$$esti%$ that )a'be she ha a har ti)e to reca&& ,hat she ha to sa'+ A!ter the 4 th )i%ute o! the i%tervie, as the

respo%e%t a%s,ers she starts to s)i&e ,hi&e a%s,eri%$ su$$esti%$ that she easi&' $ets the 3uestio%s as2e o! her+

There ,ere a&so ti)es ,he% the i%tervie,er )a2es sure that there is %othi%$ )ore i% aitio% to her a%s,ers5 therespo%e%t the% scratches her %ec2 a% poses her respo%se that there ,as %othi%$ )ore to a+

As the i%tervie, co%ti%ue* the respo%e%t ,as ab&e to share her observatio%s o% sa)e se( re&atio%ship

,hich i%c&ues o%e o! the resie%ts o! her househo&+ .t ,as observe that as she ,as revea&i%$ these i%!or)atio%*actio%s &i2e c&e%chi%$ o! &ips a% &oo2i%$ her !i%$er%ai&s ,ere observe ,herei% she )a' have !e&t isco)!ort i%

e(posi%$ those i%!or)atio%+ She ,as ab&e to a%s,er the 3uestio%s as2e o! her a% ,e i %ot have a har ti)e

ea&i%$ ,ith her+

A!ter 10 )i%utes o! as2i%$ her sets o! 3uestio%s * ,e e%e b' sa'i%$ tha%2 'ou as she uttere tha%2 'ou as

her rep&' !or havi%$ the ti)e to i%tervie, her+ She ,ave to us as she &e!t the roo) ,ith a !ee&i%$ o! acco)p&ish)e%tthat she ,as ab&e to !i%ish the i%tervie, ,ith us a% bei%$ ab&e to co%tribute to our stu'* it ,as i%ee a success !or

us+

Fie& Notes

Na)e o! the i%tervie,ee: Ric2' Sa%s



Date a% ti)e o! the i%tervie,: Dece)ber 1 01# at 0p)

O%e !i%e a!ter%oo% be!ore the a' the @iss U%iverse =a$ea%t ha ta2e% p&ace o% Dece)ber 1* 01#* ,e

co%ucte a% i%tervie, ,ith a hi$h schoo& stue%t ,eari%$ his casua& attire ,ith a ,rist,atch* ,hite shirt a% ,as

ho&i%$ 0 i%!or)e co%se%t !or) a&& throu$hout the course o! the i%tervie,+ He ,as o% ti)e as scheu&e at arou%

0p) a% ,e ,ere i% a c&assroo) situate at the 0% !&oor o! the hi$h schoo& bui&i%$ a7ace%t ,here the hi$h schoo&stuio ,as &ocate+ >e assi$%e ro&es uri%$ the i%tervie,+ O%e to be the recorer o% both sou% a% vieo a% the

other o%e to co%uct the sai i%tervie,+

.t ,as a ,ar) $reeti%$ that surprise us ,hi&e this particu&ar stue%t i%trouci%$ hi)se&! as Ric2' ,as

hii%$ i% the hi$h schoo& $are% reco$%i9i%$ us as the i%tervie,ers but ,e sti&& have %o iea that he ,as the o%e,ho) ,e ,ou& be co%ucti%$ the i%tervie, ,ith+ .t ,as a surprise ,he% he approache us broa&' ,e&co)i%$

hi)se&! a% ,e as2e hi) to 7oi% us upstairs to start the i%tervie,+

The i%tervie, starte as ,e i%trouce ourse&ves to hi) a% a&so rei%trouci%$ hi)se&! !or)a&&' ,hi&e

ho&i%$ 0 pieces o! paper ,hich ,as the i%!or)e co%se%t o! the i%tervie,+ A stea' &oo2 a% a s)i&e that6s ho,

,e escribe his respo%ses to,ars a%s,eri%$ the 3uestio%s as2e o! hi)+ His stutteri%$ ,as i%evitab&e )a'be ue tohis co%scious a,are%ess that ever'thi%$ ,as ocu)e%te+ He spo2e ,ith haste as i! he ,as !iri%$ )u&tip&e shots to

the i%tervie,er but his actio%s ,ere re&a(e a% co%tro&&e+ Sha2i%$ his ,rist* putti%$ his ha%s i% his !ace a%

!i(i%$ his shirt* pouti%$ ,he% he reca&&e situatio%s o% his &i!e i% re&atio% to his e(perie%ces ,ere the co%sta%t

actio%s he )ae as he critica&&' thou$ht a% !or)u&ate his state)e%ts+

As the i%tervie, precee* the respo%e%t )ai%tai%e a $oo e'e co%tact+ He )a' )isi%terpret so)e

3uestio%s but c&ari!ies the) i! he i %ot u%ersta%+ As )i%utes ,e%t b'* he ,as ab&e to $et the $ist o! the i%tervie,

a% !e&t )ore co)!ortab&e as he share so)e o! his e(perie%ces a% the stories o! other peop&e he ,as ab&e to

re)e)ber i% re&atio% to sa)e se( re&atio%ships+ There ,ere ti)es that both the i%tervie,er a% the respo%e%t

e%7o'e the )o)e%t o! &au$hter as the respo%e%t e(presse so)e o! his thou$hts to the i%tervie,er+ He ,asco%sta%t&' tra%s!erri%$ his ha%s o% i!!ere%t e$es o! the paper uri%$ the ,ho&e course o! the i%tervie, )a'be to

he&p hi) thi%2 a% !or)u&ate his thou$hts+

The i%tervie, &aste !or about 0 )i%utes a% e%e ,e&& a% ,ith a $oo %ote si%ce there ,as a se%se o!!u&!i&&)e%t o% our part that ,e ,ere ab&e to $et $oo i%!or)atio% about the respo%e%t6s e(perie%ces a% thou$hts+

>e tha%2e Ric2' !or participati%$ i% the i%tervie, as he tha%2e us bac2 !or i%viti%$ hi)+ He &e!t the roo) ,ith a

s)i&e as he ,a&2e strai$ht outsie the schoo& pre)ises+

Fie& Notes



Na)e o! the i%tervie,ee: Re$i%e Go%9a&es

Date a% ti)e o! the i%tervie,: 8a%uar' * 01 at "p)

.t ,as a ,ar) thursa' a!ter%oo% o! the th o! 8a%uar' 01* ,e ,e%t to the Do)i%$o acso% Natio%a&

Hi$h schoo& to acco)p&ish the scheu&e i%tervie, o! the re)ai%i%$ participa%ts !or our 3ua&itative research+ >e,e%t to their c&assroo) a% i%!or)e the) about the esi$%ate &ocatio% o! the i%tervie,+ The roo) ,e chose ,as

usua&&' use as a c&assroo) situate at the sa)e bui&i%$ ,ith the pri%cipa&s o!!ice at the seco% !&oor appro(i)ate&'

above the schoo&s $uia%ce o!!ice+ >e arra%$e the c&assroo) so that it ,ou& be a co)!ortab&e setti%$ !or thei%tervie,+ A !e, )i%utes &ater o%e b' o%e the i%tervie,ees ca)e i% !or the scheu&e i%tervie,+

O%e $ir& ca)e i% s)i&i%$ as thou$h sho,i%$ that she ,as a bit sh'+ >e i))eiate&' as2e her i! she ,as a

participa%t a% she i))eiate&' a!!ir)e+ >e $uie her to a p&ace %ear the ,i%o, at the sie !aci%$ the schoo&s

)ai% $ate a% the% i%vite her to have a seat+ The% ,e i%trouce ourse&ves ,ith Fra'%e @arie Ta)pus as the

i%tervie,* Ki) =e%ao as the ca)era )a%* a% Gia% Kevi% ai%es as the sou% recorer+ >e to& her to beco)!ortab&e a% $ave her i%structio%s about the i%tervie,+ She ha b&u%te a!!ect a% s&i$ht&' %os her hea

sho,i%$ that she u%erstoo the i%structio%s ,hi&e ,e are $ivi%$ her the i%structio%s+ Her bo' posture a% heastrai$hte%e a% sho,e a !air a)ou%t o! restrictio% i% )otio% but her e'es oes %ot )ai%tai% a proper &o%$sta%i%$

e'e co%tact+

A!ter the i%structio%s ,e starte o!! ,ith the i%tervie,+ Duri%$ the starti%$ )o)e%ts o! the i%tervie, she

ha a s&i$ht&' ri$i sitti%$ posture but her e'es sti&& oes %ot )a2e a co%siste%t $oo e'e co%tact ,hi&e a%s,eri%$+

She s)i&e i%te%se&' ,he% she oes %ot 2%o, ho, to a%s,er a% c&oses her e'es at ti)es ,he% she ca%%ot

re)e)ber the 3uestio% as2e a !e, seco%s ear&ier+ >hi&e the i%tervie,er as2e 3uestio%s the i%tervie,ee )osto!te% ,ou& scratch her %ose* !ace* or !orehea+ She ,ou& a&so !i( her a%$&i%$ hair* ho& her !ace up b' putti%$ it

over a% supporte b' her ha%s or ,ipe her outer e'e&i ,hi&e &iste%i%$ to the 3uestio%+ She ,ou& rare&' pout her

)outh ,hi&e &iste%i%$ to the 3uestio%* rastica&&' cha%$e sitti%$ positio%s !ro) !aci%$ the i%tervie,er to !aci%$ a

i!!ere%t irectio%* roc2i%$ her chair* si)u&ate ha% )ove)e%ts+ >he% as2e about her re&atio%ship ,ith the sa)e

se( she !o&e her ar)s over the ar) chair a% $raua&&' raise her ha%s to her )outh as thou$h she ,as tr'i%$ tocover it ,hi&e a%s,eri%$+ At the &ater parts o! the i%tervie,* she )ost&' see)e to i%ae3uate&' 3uestio%s ,hich

su$$est a &ac2 o! !ocus or a isp&a' o! hesitatio% to a%s,er such 3uestio%s stro%$&' o% ,hich the !or)er optio% )i$ht

be )ore probab&e+

>e e%e the i%tervie, b' $ivi%$ her the assura%ce that the isc&ose i%!or)atio% ,i&& %ot be re&ease toa%'o%e %ot i%vo&ve i% the research process+ >e $ave the i%tervie,ee a si%cere tha%2 'ou !or $ivi%$ us her ti)e to

participate i% our research i%tervie,+ She s&o,&' &e!t the i%tervie, roo) s)i&i%$ i% ti$ht &ip+

Fie& Notes

Na)e o! the i%tervie,ee : @ar' @iche&&e @o%tebo%


Hust&e a% bust&e !i&&e the !our cor%ers o! the c&assroo) o! Do)i%$o acso% Natio%a& Hi$h Schoo&

DNHS+ C&asses are sti&& $oi%$ o% ,he% ,e arrive at the schoo&+ The schoo& ca)pus ,as bi$ ,ith various



ei!ices co%tai%i%$ c&assroo)s* o!!ices a% ,ie ope% areas !or recreatio%a& a% cere)o%ia& purposes+ >e

i))eiate&' proceee to ,here the stue%ts ,ere+ A!ter as2i%$ per)issio% !ro) their teachers or avisers* ,e

rou%e up the re)ai%i%$ stue%ts to be i%tervie,e+ A)o%$ the) ,as a &ass %a)e @ar' @iche&&e @o%tebo%+ She

is o! short stature but e%o,e ,ith a !air co)p&e(io%+ Her hair ,as strai$ht* o! &o%$ &e%$th up to her chest* a% o! ar2 co&oratio% ,ith pro)i%e%t hi$h&i$hts o! bro,%+ She ha a% i%%oce%t &oo2 o% her !ace+ i2e a&& stue%ts* she ,as

,eari%$ the schoo&6s appropriate u%i!or)+ >e i%trouce ourse&ves a% $uie her to a vaca%t c&assroo) i% the

seco% !&oor ,here the i%tervie, ,i&& co))e%ce+ The roo) ,as %ear&' e)pt' e(cept !or a teacher chec2i%$ the

stue%t6s papers+ >e po&ite&' as2e the teacher to use the roo) !or our i%tervie, to ,hich she 2i%&' a$ree+ >esett&e i% a particu&ar cor%er o! the roo)* co%ucive !or the i%tervie, to be$i%+ The roo) ha $oo &i$hti%$* it ,as

%eat* !i&&e ,ith ,ooe% c&assroo) chairs* co%tai%e a ,ie b&ac2boar a% a ,ooe% teachers es2+ The i%tervie,

,as co%ucte* &i2e the previous i%tervie,* usi%$ a sou% a% vieo recorer+ A% i%tervie,er a% a% i%tervie,ee

,i&& !or) the cor%ersto%e o! the co%versatio%+ A%other perso% ,as assi$%e to recor the e%tire co%versatio% usi%$the a!ore)e%tio%e evices+

The i%tervie, ,ith @ar' @iche&&e starte ,ith her i%trouci%$ herse&!+ She is 1 'ears o! a$e a% is !ro)

Bara%$a' Ba%a$o* o%e o! the )a%' barrios that !or) the cit'6s suburbs+

.% the ear&' part o! the i%tervie,* she ,as ab&e to sho, ca&)%ess a% co%!ie%ce e(e)p&i!ie b' the ,a'

she a%s,ers the 3uestio%+ >he% as2e about her sta% to,ars sa)e-se( re&atio%ship* she a%s,ere ,ith a bi$ %oo! approva& a% i% a stro%$ ec&arative )a%%er+ To her* she e)phasi9e* sa)e-se( re&atio%ship is re&ative&' o2a'+ She

ca% to&erate peop&e havi%$ re&atio%ship ,ith their o,% se(+ Basica&&'* she oes%6t $ive a%' bi$ ea&+ >hi&st* ,he%as2e i! she sees herse&! havi%$ a re&atio%ship ,ith a%other $ir&* she sho,e a is$ust &oo2 o% her !ace a% isa$ree

,ith a %o+ .t ,i&& %ever happe%* accori%$ to her+ The $estures a% e(pressio%s observe uri%$ this part o! thei%tervie, ,as her co%sta%t vie,i%$ o! the i%tervie,er6s $ree% !o&er uri%$ $ivi%$ out o! the 3uestio%s a% the

!re3ue%t p&a'i%$ o! her !i%$ers or ha%s both ,hi&e she &iste%s a% spea2s+ .% spite o! these* she re)ai%e o% e'e

co%tact ,ith the i%tervie,er !or )ost o! the co%versatio%+

She ,as as2e other 3uestio%s &i2e the source ,here she !irst e%cou%tere the ,or* a% i! she ha 2%o,%

so)eo%e ,ho is i% that 2i% o! re&atio%ship be it a !a)i&' )e)ber* a !rie%* or eve% a% ac3uai%ta%ce+ She c&ai)e

that she hear the ,or a 'ear a$o i% schoo&+ .t ,as uri%$ a ra%o) co%versatio% ,ith her c&ass)ate6s re&ative ,ho

happe%s to be i% a re&atio%ship ,ith the sa)e-se(+ >he% as2e ,ith the seco% 3uestio% i! she 2%e, so)eo%e ,hois i% or ,ho ha a re&atio% be!ore* she %o i% isa$ree)e%t* c&ai)i%$ that she oes %ot 2%o, so)ebo' i% that 2i%

o! re&atio%ship+

The i%tervie, &aste !or 1" )i%utes+ Neari%$ the e% o! the i%tervie,* ,e as2e her i! she has other 3uestio%s or i! she &i2es a%'thi%$ &i2e to a to ,hich she s)i&e a% ec&i%e+ Be!ore ,e parti%$ ,a's* ,e sai our

tha%2s !or bei%$ o%e o! the respo%e%ts+ .% aitio%* ,e as2e her !or o%e si)p&e re3uest* ,hich ,as to be ab&e to

co%tact her* a$ai%* i% case i))i%e%t a% i)porta%t 3uestio%s arise+ She co%!or)e ,ith a s)i&i%$ %o o! approva&+

=reo)i%a%t %o%-verba& actio%s observe ,ere the p&a'i%$ o! !i%$ers a% the co%sta%t &oo2i%$ at the $ree%

!o&er o! the i%tervie,er+ Gi$$&es a% &au$hs ,ere se&o) hear so is the case o! scratchi%$ or !i(i%$ the hair5 a%

the use o! s&a%$ ,ors+ She $ets easi&' istracte* especia&&' i! so)eo%e passe b' her5 thou$h she re)ai%e i% e'e

co%tact ,ith the i%tervie,er a&o%$ the course o! the i%tervie,+

>e e%e the i%tervie, ,ith the assura%ce that the i%!or)atio% isc&ose ,i&& %ever be 2%o,% b' a%'o%e

%ot i%vo&ve i% our research+ >e $ave each other our si%cere tha%2 'ou a% s)i&e as she ,e%t out o! the i%tervie,roo) to$ether ,ith her !rie% %a)e Ka'&a Hab&ero+

Fie& Notes

Na)e o! the i%tervie,ee: orai%e Sa%che9

Date a% ti)e o! the i%tervie,: Dece)ber 01* 01#. have that a' i% i%tervie,i%$ !ourth 'ear 7u%ior hi$h schoo&ers or $rae te% stue%ts o! Do)i%$o acso%

Natio%a& Hi$h Schoo& DNHS as part o! our 3ua&itative research i% Fa)i&' a% Co))u%it' @eici%e sub7ect+

1



As the ,ar)th o! the %oo%ti)e a' pea2e* ,e tra%s!erre to the seco% !&oor o! a particu&ar bui&i%$

,here the schoo&6s =h'sica& Eucatio% roo) is &ocate+ .t ,as coo&er* spacious* ha satis!actor' &i$hti%$* a% ,as

abou%e ,ith )irrors o% o%e sie+ A&& i% a&&* it &oo2e co%ucive !or i%tervie,i%$* so ,e !i%a&&' ecie to use the

roo) i%stea+

A tric'c&e stoppe i% !ro%t o! the schoo& $ate+ .t ,as a&rea' three i% the a!ter%oo%+ T,o perso%s $ot out

!ro) the vehic&e+ Thou$h a bit s&eep'* ,e approache the)+ .t ,as o%e o! the stue%ts+ Fi%a&&'* a% ,ithout !urther

ta&2* ,e i))eiate&' i%trouce ourse&ves a% ,e%t strai$ht bac2 to the roo) to co%uct the i%tervie,+ Thei%tervie, co%siste o! the i%tervie,er a% the i%tervie,ee+ Their co%versatio% ,as recore i% vieo via a vieo

ca)era5 a% i% sou% usi%$ a% auio recorer+ The i%tervie,er ,i&& as2 the 3uestio%s* a% the respo%e%t ,i&& tr' his

best to co)e up ,ith a% a%s,er+ Recori%$ ,i&& be o%e b' o%e o! the )e)bers o! the $roup+

8ust as ,he% the i%tervie, %eare its co%c&usio%* a $ir& ,eari%$ &eopar i%spire rai%bo, shirt* 7ea%s* a%

!&at shoes ca)e i%sie the roo)+ She is short i% stature* havi%$ a bro,% co)p&e(io%* a% has hair that cra,&e up

&i2e vi%es ri$ht up to her thora(+ She &oo2e !ra%tic a% i% a hurr' but possesses a !rie%&' vibe+ She i%trouce

herse&! as orai%e Sa%che9* a 1#-'ear-o& a% a $rae te% pupi& o! the a!ore)e%tio%e i%stitutio%+ .% the course o! the i%tervie,* she ,ou& c&ai) herse&! a evout Ro)a% Catho&ic Christia%+ >he% as2e about her sta% o% sa)e-se(

re&atio%ship* she s)i&e* $i$$&e* searche !or co)posure a% the% co%!ie%t&' state her oppositio% to such 2i% o!

actio%+

Other 3uestio%s as2e i%c&ue the source ,here she !irst e%cou%tere the ,or* a% i! she ha 2%o,%so)eo%e ,ho is or ,as i% that 2i% o! re&atio%ship+ .% ec&arative )a%%er* she c&ai)e !irst heari%$ the ,or i% her

co))u%it' ,he% she ,as arou% 10 'ears o&+ .t ,as ue to a %ei$hbor $ossipi%$* o%e %i$ht* about a particu&ar perso% ,ho is i% a re&atio%ship ,ith his o,% se(+

As !or the &atter 3uestio%* she i c&ai) 2%o,i%$ so)ebo' i% re&atio%ship ,ith the sa)e se(* but her

hesita%ce to e(pou% )ore o! the etai&s ,as appare%t as her $i$$&i%$ beca)e )ore preva&e%t a% her e'e co%tacti)i%ishe+ Her use o! s&a%$ ,ors &i2e ;char<* ;che<* a% ;charot< beca)e prese%t ri$ht a!ter a%s,eri%$ the

!o&&o,-up 3uestio%s i% co%%ectio% to the &atter 3uestio%+

The i%tervie, &aste !or 1 )i%utes+ Neari%$ the e% o! the i%tervie,* she a)itte her ob7ectio% toco%ti%ue as2i%$ her 3uestio%s+ >e co)p&ie a% the% tha%2 her !or her ti)e+ Be!ore parti%$ ,a's* ,e as2e !or o%e

si)p&e re3uest* ,hich ,as to be ab&e to co%tact her* a$ai%* i% case i))i%e%t a% i)porta%t 3uestio%s arise* to ,hich

she co%!or)e ,ith a s)i&e a% a %o+ >e o!!ere her a )ea& !ro) a %earb' !ast-!oo estab&ish)e%t as a !i%a& act o!

our $ratitue+

orai%e e(ecute %u)erous %o%-verba& actio%s &i2e %oi%$ her hea i% a$ree)e%t or other,ise+ A%other

actio% that ,as prese%t throu$hout )uch o! the i%tervie, ,as her appare%t p&a'i%$ o! her ce&&pho%e+ Throu$hout)uch o! it* she ,ou& )a%ipu&ate her pho%e !ro) o%e ha% to a%other ,ith the prese%ce o! circu&ar )otio%s+ @uch

o! this actio% is )a%i!este ,hi&e spea2i%$ ,ith %oticeab&e ti)es ,he% the i%tervie,er as2s+

For )ost o! the co%versatio%* she ,ou& %ot !ai& to retai% e'e co%tact ,ith the i%tervie,er e(cept i% the

&atter part o! the i%tervie, ,here she ,ou& a&so !re3ue%t herse&! i% scratchi%$ her hea* resort to $i$$&i%$ cover her

)outh ,hi&e ta&2i%$ a% eve% &au$h at her o,% a%s,ers+

>e e%e the i%tervie, $ivi%$ our si%cere tha%2 'ou !or spe%i%$ her spare ti)e ,ith us a% she s)i&e

bac2

Fie& Notes

Na)e o! the i%tervie,ee: Kie!er

Date a% ti)e o! the i%tervie,: 8a%uart * 01 at "p)

.t ,as 8a%uar' * 01 a% a ,ar) thrusa' a!ter%oo%+ .t ,as a bus' schoo& a' !or the stue%ts o!Do)i%$o acso% Natio%a& Hi$h Schoo&+ The respo%e%ts %a)e ,as Kie!er a% ,e !etche hi) at his c&assroo)+

0



>e i%trouce ourse&ves i%iviua&&' to Kie!er a% $uie hi) to a vaca%t c&assroo) i% the seco% !&oor ,here the

i%tervie, ,i&& be co%ucte+ The roo) sho,e %o traces o! stue%ts but ,as occupie b' a teacher chec2i%$ her

stue%ts papers+ >e po&ite&' as2e the teacher i! ,e cou& use the roo) !or i%tervie, a% she 2i%&' a&&o,e us to

o so+ >e )ae use o! the cor%er o! the roo) as a suitab&e area to start the i%tervie,+ The roo) ha $oo &i$hti%$* it,as %eat* !i&&e ,ith ,ooe% schoo& chairs* co%tai%e a b&ac2boar a% a teachers es2+ The i%tervie, ,as

co%ucte o%&' bet,ee% the i%tervie,er* sou%Jvieo recorer a% the respo%e%t+

He is 1 'ears o& a% he ,as resse i% his schoo& u%i!or) ,hite baro%$* bro,% s&ac2s* schoo& .D* a%

b&ac2s &eather shoes+ He ,as s&i)* ha bro,%-co&ore s2i%* strai$ht hair* ha a $&oo)' 2i% o! perso%a&it'+ He

see)e serious but rea' !or the i%tervie,+ The i%tervie,er ,as Aristot&e Era&i% a% the sou%Jvieo recorer ,as@ichae& Brau%+ Kie!er sho,e si$%s o! %ervous%ess a% a !&at a!!ect+ He a%s,ere the 3uestio%s i% a strai$ht!or,ar

)a%%er a% ,ith ho%est' b' ta&2i%$ about the issues about sa)e-se( re&atio%ship co%cer%i%$ his sister a% her

$ir&!rie% that sta' at their house+ He !ir)&' be&ieves that it is ,ro%$ to e%$a$e i% sa)e-se( re&atio%ships especia&&'

i! it is bet,ee% t,o )e% but he !i%s it s&i$ht&' o2a' i! it is bet,ee% t,o ,o)e% ,hich )a' be i% !act supporte b'the !act that his sister has a $ir&!rie% a% he respects his sister !or her ecisio%+ Duri%$ the i%tervie,* he epicte

%o%-verba& actio%s such as p&a'i%$ ,ith his ba&&pe%* &e$ tappi%$* e'e )ove)e%ts i% i!!ere%t irectio%s* scratchi%$

his hea a% p&a'i%$ ,ith his ,ristba%+ He ,as serious a&&throu$hout the i%tervie, but to,ars the e% he s&ips outa 7o2e a% he s)i&e+

Base !ro) ,hat ,e observe !ro) the 1-)i%ute i%tervie,* ,he%ever 3uestio%s about sa)e-se(

re&atio%ship sur!ace he ,ou& p&a' ,ith the ba&&pe% a% rapi&' tap his &e$+ >e be&ieve that these actio%s preict

si$%s o! u%easi%ess a% probab&e se%sitivit' i% a se%se that it i%vo&ves his sister a% the co))u%it'+ He is %ot a !a%

o! sa)e-se( re&atio%ship but he respects a% &oves his sister ,hich )ae hi) so)eho, ope%-)i%e to this socia&issue+ He a&so sai that it oes %ot a!!ect hi) ,he% there are peop&e havi%$ sa)e-se( re&atio%ship i% his surrou%i%$

e(cept ,ith his sister ,he% she a% her $ir&!rie% !i$ht* it a!!ects hi) e)otio%a&&'+ He has a stro%$ sta% o% ,hat he

be&ieves is )ora&&' ri$ht a% he is ,e&&-e3uippe ,ith ieas about these socia&&'-se%sitive issues+ The i%tervie,

e%e ,ith a se%se o! co%te%t a% ,e e(cha%$e ,ors o! $ratitue+ Kie!er ,as $rate!u& !or co%tributi%$ to ourresearch a% he &e!t the roo) ,ith a s)i&e o% his !ace+

Fie& Notes

Na)e o! the i%tervie,ee: Ka'&a Hab&ero

Date a% Ti)e o! the i%tervie,: 8a%uar' * 01 at "p)

8a%uar' * 01 a su%%' thursa' a!ter%oo%* the a' ,e p&a%%e to i%tervie, the re)ai%i%$ participa%ts !or

our 3ua&itative research+ >e ,e%t to the schoo& o! our participa%ts the% i%!or)e the) about the esi$%ate &ocatio%

o! the i%tervie,+ The roo) is usua&&' use as a c&assroo) situate at the sa)e bui&i%$ ,ith the pri%cipa&s o!!ice atthe seco% !&oor appro(i)ate&' above the schoo&s $uia%ce o!!ice+ >e ,aite about te% )i%utes u%ti& o%e b' o%e the

"



i%tervie,ees ca)e i% !or the scheu&e i%tervie,+

T,o $ir&s ca)e i% a% o%e o! the $ir& ,e%t to us s)i&i%$ as thou$h she ,as happ' a% e(cite to have the

i%tervie,+ >e i))eiate&' assu)e she ,as a participa%t a% ,e as2e her i! she ,as* a% she a%s,ere 'es+ >ei%trouce ourse&ves ,ith Rho&ter Dave ee as the i%tervie,* Rho%e' Ca%aa as the ca)era )a%* a% Fra%cis 8oh%

Duero as the sou% recorer+ >e the% i%vite her to have a seat a% $ave her i%structio%s about the i%tervie,+ She

2ept o% s)i&i%$ a% %oi%$ ,hich see)s to i%icate she u%erstoo the i%structio%s a% ,ou& happi&' participatei% the i%tervie,+

>e reaie ourse&ves the% ,e%t o!! a% co%ucte the i%tervie,+ She )ost&' use ha% $estures ,hi&e

tr'i%$ to $ive a%s,ers to our 3uestio%s+ There ,ere severa& i%sta%ces ,here she $&a%ce at her !i%$er%ai&s* rubbe

her !i%$ers or both ha%s* a% si)u&atio%s o! ,rist,atch )a%ipu&atio%s ,hi&e e(pou%i%$ her a%s,ers+ She$e%era&&' )ai%tai%s $oo e'e co%tact a% sho,e appropriate respo%ses e(cept i% i%sta%ces ,here she a%s,ers

3uestio%s ,hi&e &oo2i%$ outsie or so)eti)es &oo2i%$ at the cei&i%$+

>e e%e the i%tervie, i% a $oo %ote+ >e s)i&e ,ith each other a% $ave the i%tervie,ee a hu$e a%si%cere tha%2 'ou !or $ivi%$ us her ti)e to participate i% our research i%tervie,+ She &e!t the i%tervie, roo) ,ith her

!rie% %a)e @ar' @iche&&e a&so her co)pa%io%+

Fie& Notes

Na)e o! the i%tervie,ee: 8oh% Gabrie& C&aro


4



Not to &o%$ a$o o% the th o! 8a%uar' 01* at arou% " i% the a!ter%oo% ,here the su% ,as shi%i%$ 3uite

bri$ht&' a% the !&are o! it6s heat ,as 3uite appare%t+ >e orchestrate the )uch-a,aite i%tervie, o! the Grae 1

stue%ts ,ho 3uite u%$ru$i%$&' sub)itte the)se&ves !or a% i%tervie, o% topics re&ate to sa)e-se( re&atio%ships+

The i%tervie, too2 p&ace o% the 0% !&oor ri$ht above the schoo&s $uia%ce o!!ice+ >e $roupe ourse&ves i%to " a%orie%te ourse&ves to ro&es o! bei%$ either: the sou% recorer* vieo recorer or the ver' perso% co%ucti%$ the

i%tervie,+ The i%tervie,s usua&&' too2 us a% avera$e o! appro(i)ate&' 1# )i%utes+

.t too2 about 1# )i%utes !or us to set-up the tab&es a% chairs a% to 7ust $et sett&e i% ,he% the stue%ts startearrivi%$ a% i))eiate&' the' ,ere assi$%e to their respective i%tervie,ers+

Not &o%$ a!ter the i%tervie,ers ,ere sett&e* a tee%a$e $u' ,ith a &ar$e bui&* ta% s2i% to%e havi%$ !ris2'

hair ,eari%$ a b&ac2 rubber ,atch o% his &e!t ha% a% ho&i%$ his ,hite ce&&pho%e o% the other e%tere the roo)

,hi&e che,i%$ $u) &oo2i%$ so)e,hat ,ith a tou$h e)ea%or+ He a&so ,ore his .D a% so)e t'pe o! !a%c' pe%arou% his %ec2+ >e the% seate hi) i% the chairs %ear the roo)6s e(it* ,here the i%tervie, too2 p&ace+

As the i%tervie, co))e%ce* the peop&e ,ho ,ere i%vo&ve i% co%ucti%$ such i%trouce the)se&ves a%

the topic proper&' at a ver' !rie%&' a% ,e&co)i%$ to%e+ He see)e %ot at a&& troub&e or pressure a% actua&&'&oo2e 3uite $a&&a%t e%ou$h to a%s,er the 3uestio%s co)i%$ his ,a'+

A&& throu$hout the i%tervie,* the i%tervie,ee co%ti%ue to che, his $u) a% see)e to che, it 3uite bris2&' ,he% he e%cou%tere 3uestio%s that see)e to hi) re3uire a co%sierab&e a)ou%t o! thi%2i%$+ He a&so 2ept

o% p&a'i%$ ,ith his pho%e* ,ith his ri$ht ha%* spi%%i%$ it i% p&ace as i! it ,ere so)e sort o! S,iss 2%i!e* he a&so i

such ,he% it see)e that he ha so)e i!!icu&t' e(pressi%$ his thou$hts verba&&'+ But overa&& thou$h the i%tervie,ee

aresse the 3uestio%s accurate&'* espite his so)e,hat sh' e)ea%or i% e(pressi%$ hi)se&! throu$h ,or o!)outh+

>e e%e the i%tervie, at a ver' co%$e%ia& )a%%er* havi%$ bee% satis!ie o! the respo%e%t6s a%s,ers* as,e ee)e it i%$e%uous a% o%-poi%t ,hi&e havi%$ the respo%e%t i% co)!ortab&e situatio%+

Fie& Notes

Na)e o! the i%tervie,ee: 8e%%e&&a

Date a% ti)e o! the i%tervie,: Dece)ber 01* 01# at 1a)

.t ,as Dece)ber 01* 01# a% it ,as a t'pica& )o%a' )or%i%$ ,hich ,as set !or a% i%tervie, ,ith our

#



respo%e%t %a)e 8e%%e&&a !or our 3ua&itative research+ The ti)i%$ o! the i%tervie, ,as 3uite co%ve%ie%t ue to the

!act that it ,as the ho&ia' seaso%+ The setti%$ !or the i%tervie, ,as a spacious c&assroo) at Do)i%$o acso%

Natio%a& Hi$h Schoo& ,ith $oo &i$hti%$* suitab&e p&astic chairs* a% %o other irre&eva%t perso%s ,ere ,ithi% the

vici%it'+ The i%tervie, ,as co%ucte o%&' bet,ee% the i%tervie,er* sou%Jvieo recorer a% the respo%e%t+

She is 1 'ears o&* ,e&&-$roo)e* appropriate&' resse* ,av'-haire* &i$ht-bro,% i% s2i% co&or* avera$e

i% hei$ht* a% ha a happ' 2i% o! perso%a&it'+ She ,as at !irst hesita%t to approach us a% sho,e si$%s o! a%(iet'

so ,e $reete the respo%e%t ,ith a ,ar) ,e&co)e a% i%trouce ourse&ves a% she co%!ir)e her ie%tit' ,ith usa% be$a% to sho, i%terest to,ars us+ The i%tervie,er ,as Fra'%e @arie Ta)pus a% the sou%Jvieo recorer ,as

Aristot&e Era&i%+ Fra'%e eve&ope rapport ,ith the 8e%%e&&a a% the% starte the i%tervie, ,ith a% i%trouctio% o!

our topic ,hich ,as about sa)e-se( re&atio%ship+ Duri%$ the course o! the i%tervie,* 8e%%e&&a ,as 3uite a%(ious*

s)i&e !re3ue%t&'* a% see)e ver' care!u& or reserve i% a%s,eri%$ 3uestio%s+ These observatio%s areco)p&i)e%te b' %o%-verba& actio%s such as i%abi&it' to )ai%tai% e'e co%tact b' &oo2i%$ up,ars to the cei&i%$* the

bac2 a% !orth )ove)e%ts o! ha%s o% her thi$hs* the !i(i%$ o! her hair* ho&i%$ her ,aist* a% b' scratchi%$

speci!ic parts o! her !ace+ To,ars the )i&e part o! the i%tervie,* she be$a% to sho, si$%s o! i%terest* so&ace* a%

ease b' te&&i%$ )ore about the se%sitive )atters i%vo&vi%$ her !a)i&' a% !rie%s ,ithout a%' hesitatio%+

Base !ro) ,hat ,e have observe* ,e have %ote that she ,ou& )ove her ha%s bac2 a% !orth o% her

thi$hs ,he%ever it i%vo&ve her 'ou%$er brother ,ho ha a re&atio%ship ,ith a bo' as ,e&&+ >e ca% see that she tru&'co%cer% a% ,a%ts to cha%$e her brother !or the better+ She ,as a !ir) be&iever o! the Bib&e a% she 2%o,s ,hat is

)ora&&' $oo that is ,h' she a&,a's trie to avice her brother to %ot e%$a$e i% a re&atio%ship ,ith a )a%+ She has astro%$ co%victio% because she %e$&ects the ba i%!&ue%ces the e%viro%)e%t or co))u%it' i)poses o% her+ She 2%o,s

ho, to sort out i%!or)atio% she $ets !ro) her !rie%s* a% )eia b' havi%$ a% iea o! the topics o% pre)arita& se(*co%traceptio% a% sa)e-se( re&atio%ships a% at the sa)e app&'i%$ her )ora& va&ues o% these ieas+

The i%tervie, e%e ,ith a uratio% o! 0 )i%utes+

Fie& Notes

Na)e o! the i%tervie,ee: 8a% @arie


th o! 8a%uar' 01* at arou% " i% a su%%' a!ter%oo% ,e the researchers orchestrate the )uch-a%ticipatei%tervie, o! the Grae 1 stue%ts ,ho 3uite vo&u%tari&' sub)itte the)se&ves !or a% i%tervie, o% topics re&ate to

sa)e-se( re&atio%ships+ The i%tervie, too2 p&ace o% the 0% !&oor ri$ht above the schoo&s $uia%ce o!!ice+ >e



$roupe ourse&ves i%to " a% orie%te ourse&ves to ro&es o! bei%$ either: the sou% recorer* vieo recorer or the

perso% co%ucti%$ the i%tervie,+ The i%tervie, too2 appro(i)ate&' 1 )i%utes+ .t too2 about 1# )i%utes !or us to

set-up the tab&es a% chairs a% to 7ust $et sett&e i% ,he% the stue%ts starte arrivi%$ a% i))eiate&' the' ,ere

assi$%e to their respective i%tervie,ers+

Her %a)e ,as 8a% @arie* a &i$ht- bui&t $ir& ,ith thi%* !ris2' b&o% 'e hair+ She ,ore a pri%te T-shirt a%so)e-sort o! triba& t'pe !ashio% %ec2&ace arou% her %ec2 a% a b&ac2 rubber ,atch o% her &e!t ,rist that )ae here

see) visua&&' 3uite a tou$h $ir&+

She appeare to be ver' co)!ortab&e si%ce the start o! the i%tervie,* as she ,as brie!e ahea o! ti)e o!

,hat cou& possib&' tra%spire uri%$ the sai !i(ture a% eve% )ore* ,as )ae to s)i&e as the i%tervie,er ,ith the!rie%&' a% ver' ,e&co)i%$ to%e o! voice assure her o! the i%tervie,s co%!ie%tia&it'+ She a&so see)e to be ver'

atte%tive as she s3ui%ts her e'ebro,s a% )a2es e'e co%tact to the i%tervie,er* ,he% the i%tervie,er as2e each

3uestio%* as i! she $e%ui%e&' ,a%te to u%ersta% a% a%a&'9e the 3uestio%s i% a )ethoica&&' i%te&&ectua& )a%%er+

Our observatio% a% presuppositio%s o! her actio% as 3uite the acae)e* i %ot at a&& !a&& !&at o% us as she a%s,erever' i%te&&ectua&&' ,ith 3uite the co%!ie%ce i% e&iveri%$ such i%!or)atio% to us+ She i %ot e)o%strate )uch

ha%-$estures throu$hout the i%tervie, as she ,as either ho&i%$ o% to her .+D+ or c&aspi%$ her ha%s to$ether ,hi&espea2i%$ a% thi%2i%$+

>e e%e the i%tervie, at a ver' &i$hthearte %ote o,i%$ to the !act that both sies ,ere satis!ie o! the

c&arit' a% ease o! the i%tervie,+

2nd Part Final Research Print

Documents

Transcript of 2nd Part Final Research Print