Psychological, Ethical, and Teleological Perspectives of Selected Sexual Minority College Students: Phenomenological Inquiry
DOI:
https://doi.org/10.65339/ijsair.V2.I2.377Keywords:
Ethical Perspectives, Interpretative Phenomenological Analysis, Psychological Perspectives, Sexual Minority Students, Teleological Meaning-MakingAbstract
This study examines the psychological, ethical, and teleological perspectives of selected sexual minority college students, focusing on how they construct meaning through lived experiences within socio-cultural contexts. Grounded in an integrative framework combining Self-Concept and Identity Development Theory, Minority Stress Theory (Meyer, 2023), moral relativism, situationism, and Frankl’s meaning-centered theory, the study employed a qualitative design using Interpretative Phenomenological Analysis (IPA). Data were collected through semi-structured interviews and focus group discussions involving three purposively selected same-sex attracted college students aged 18–21 from Goa Community College, Philippines. Findings reveal that identity formation is fluid and experiential, with gender consciousness shaped by emotional awareness and relational interaction. Libidinal desire acceptance emerges as a developmental process influenced by moral conflict and social context, while conflicted monogamy reflects tension between commitment and desire. Ethical perspectives evolve from instinct-driven behavior toward reflective, value-based reasoning centered on responsibility, respect, and authenticity. Teleologically, participants construct meaning through desire, love, and self-realization, progressing from pleasure-oriented experiences toward purposeful, value-driven relationships. The study concludes that these dimensions are interconnected and developmental, grounded in lived experience and reflective meaning-making. It recommends inclusive, reflective, and meaning-centered educational and counseling interventions that support identity development, ethical growth, and relational maturity. The study aligns with SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions) by addressing mental health, inclusive education, and social equity. Its sustainability impact lies in promoting inclusive educational practices, psychological well-being, and culturally responsive policies that support dignity, identity integration, and holistic human development.
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