Framing LGBTQIA+ Identities: A Critical Discourse Analysis of Gender and Sexuality Representation in Student Publications

Abstract

This study explores how LGBTQIA+ identities are framed in student publications from state colleges and universities in North Cotabato using Norman Fairclough’s Critical Discourse Analysis. It examines the linguistic choices, recurring narratives, and power structures that influence representation. Through textual analysis, the study identifies patterns in lexical choices, inclusive pronouns, poetic devices, and visual symbols that convey empowerment, struggles, exclusivity, and inclusivity. The discursive practice analysis reveals that, while some student publications actively promote LGBTQIA+ visibility through affirmative discourse and inclusive imagery, others exhibit restraint due to institutional and cultural constraints. Student publications from progressive institutions embrace themes of resilience and inclusivity, while those from conservative institutions demonstrate self-censorship and limited LGBTQIA+ discourse. This study also highlights the pedagogical role of student journalism in challenging heteronormative ideologies and bridging advocacy with education. Meanwhile, the social practice analysis suggests that student publications, despite restrictive frameworks, can shape narratives that foster diversity and acceptance. However, institutional and cultural biases continue to limit the depth and frequency of LGBTQIA+ representation. The study recommends strengthening editorial independence, leveraging digital platforms, and ensuring fair representation. Institutions should support these efforts by implementing gender-inclusive policies and providing training for student journalists.