Navigating the Maze: Exploring Bulacan Agricultural State College Transgender On-the-Job Training Students’ Experiences for Policy Recommendation

Background and Objectives: On-the-job training (OJT) program environments, particularly on campuses, have typically been perceived as homogenous spaces. The failure to recognize the diverse experiences and challenges faced by transgender students can be alarming in the Philippine environment. These misunderstandings have resulted in a significant gap in how we perceive the way in which transgender OJT students navigate both their education and the world, thus hindering the creation of policies that effectively support their success. This study aimed to bridge this gap by examining the lived experiences of transgender OJT students at Bulacan Agricultural State College (BASC), both at school and in the field. It also sought to determine possible gender policy recommendations that will create a safe space and a gender-inclusive atmosphere for transgender students. There are currently no policies or guidelines in place for transgender or LGBTQ+ students at BASC. Although the Gender and Development Office (GAD), together with the Office of Student Affairs (OSAS), are very supportive, there has yet to be a blueprint for how to make the college a gender-fair campus. Methodology: This study employed a qualitative research design. Thirteen self-identified transgender OJT students from across all colleges and institutes who were enrolled at BASC during the academic year 2022-2023 were interviewed through the phenomenological lens. These students were open with both their gender identity and sexual orientation. Emergent themes were extracted based on in-depth interviews with the participants. Main Results: The results of the study revealed the following substantial emergent themes: (1) the navigational struggle, (2) the resilience compass, and (3) the bridge reimagined. These themes go beyond mere description to capture the essence of their struggles, triumphs, and the subtle meaning of their OJT experiences. Discussions: The navigational struggle captures the experiences of transgender college students from the time of their acceptance and integration into the school, and throughout the challenges they face with institutional standards. It emphasizes the importance of creating supportive environments and policies for transgender students that promote diversity and inclusivity, while enabling academic and personal success. The resilience compass covers the importance of understanding understanding of the aforementioned challenges, creating inclusive policies, and taking effective measures to ensure the well-being and success of transgender students in the educational system. The bridge reimagine captures the impact of the educational system on transgender students. It highlights the challenges that transgender students face, such as the dynamics of struggling for inclusion in the workplace, and how the educational system can either positively or negatively impact their personal and academic growth. These themes were essential in generating gender policy recommendations for BASC-OJT that are in the interest of promoting a gender-inclusive and responsive student environment. Conclusions: The themes extracted from the study are consistent with previous research on the challenges faced by transgender individuals in education and employment. However, the phenomenological approach provides a deeper understanding of the subjective experiences behind these challenges, emphasizing the human costs of exclusion and the capacity for resilience. These gender policy recommendations will be of immense benefit to the proposal for policy formulation and implementation, which is to be submitted to the BASC Board of Trustees. Ultimately, this study has the potential to create a more inclusive and welcoming environment for transgender students and contribute to their overall success and well-being.