03186 a2200229 4500 20260715152553.0 TH 378.242 L6572 2026 Magbanua, Christina Grace Level of perceived social support and gender minority stress among lesbian, gay, bisexual, and transgender students in the university of antique / Christina Grace Magbanua, Charie Mae Misajon, Shienna Grace Estaris, Mary Faith Gersava, Celine Maglaqui Sibalom, Antique : University of Antique, 2026 x, 114 pages : illustrations ; 28 cm Includes bibliographical references. Abstract This study examined the leyels of perceived social support and gender minority stress among lesbian, gay, bisexual, and transgender LGBT students in a university setting Grounded in social support theory and minority stress theory, the research sought to understand how LGBT students expcrience support from their social and academic environments and how these experiences relate to stress associated with stigma, discrimination, and identity-related challenges. The study also explored differences ir perceived soial support and gender minority stress when respondents were grouped according to selected demographic and academic characteristics, as well as the relationship between these two key variables. A quantitative, descriptive correlational research design was employed to capture the experiences of LGBT students within the university context Standardized self-report instruments were used to measure perceived social support from family, peers, and significant others, along with stress related to gender minority experiences. Data analysis focused on determining overall levels of perceived socia support and gender minority stress, identifying group differences, and examining the association between the two variables. Results indicated that LGBT students generally reported a moderate levet of perceived social support and a low level of gender minority stress. Significant differences in perceived social support were observed across age and sexual orientation groups, suggesting unequal access to or experiences of support among LGBT subgroups. Differences in gender minority stress were primarily associated with sexual orientation, highlighting the distinct challenges faced by certain groups. However, no significant relationship was found between perceived social support and gender minority stress. These findings suggest that existing support systems may not fully address stress related to minority status. The study underscores the importance of developing inclusive, identity-affirming, and responsive support mechanisms within universities to promote the well-being, inclusion, and academic success of LGBT students. Keywords: LGBT students, perceived social support, gender minority stress, higher education, university setting TH Higher Education Theses and dissertations Educational psychology Misajon, Charie Mae Estaris, Shienna Grace Gersava, Mary Faith Malaqui, Celine ddc TH 41703 41703 0 0 ddc 0 0 SB SB 2026-07-15 0 TH 378.242 L6572 2026 TH 2481 2026-07-15 2026-07-15 TH