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1.
Recognition of human rights on the basis of sexual orientation, gender identity and intersex status by the United Nations has led to the development of new policies concerning homophobia and transphobia in educational contexts. This paper examines new Australian education policies impacting gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) teachers. A policy review uncovered a range of protections for GLBTIQ teachers in contexts such as the State of Victoria, alongside restrictions. Experiences of policy discussed in pilot study data from surveys of 63 Victorian GLBTIQ teachers, and in-depth interviews with nine Victorian GLBTIQ teachers, revealed that GLBTIQ teachers were relatively unaware of the protections available to them, compared to their awareness of protections for students. Many teachers were out as lesbian or gay to some staff members but fewer had come out to students. Teachers in religious schools had more difficulties, causing some to leave the sector. Further promotion of protections and more research are recommended. 相似文献
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Sports participation has been shown to positively affect youth well-being. However, research has also shown that sports environments can be unsafe for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Using data from a large study on school-related experiences of LGBTQ secondary students who reported on their extracurricular activities in school, (N = 15,813), this study examined LGBTQ youth's participation in school sports, the effects of participation on well-being and school belonging, and whether any such benefits of participation varied by transgender status and gender binary identity. Over a quarter of LGBTQ respondents in our study had participated in school sports, and being transgender and being nonbinary were related to a lower likelihood of sports participation. Transgender males and transgender nonbinary youth had the lowest likelihood of sports participation. In general, LGBTQ youth who participated in sports had increased well-being and greater school belonging. However, in regard to self-esteem, transgender nonbinary youth appeared to have greater benefit from participating in sports than did their transgender male and transgender female peers. Considering these results, schools have a responsibility to ensure that school sports are safe and welcoming for LGBTQ youth. 相似文献
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Should children and adolescents be educated in school about gender diversity, including lesbian, gay, bisexual and transgender (LGBT) issues? This is a question many governments and educational policymakers discuss in their process of reforming relationships and sex education. However, these reform plans face resistance from parents, religious groups, and political parties. Specifically, opponents argue that (a) children who learn about LGBT issues in school will engage in same-sex practices or even become homosexual, bisexual, or trans* themselves; (b) schools force a particular view on children that stands in contrast to the heteronormative, religious, and/or political views of parents; and (c) teachers act as role models and change the sexual orientation and gender identity of their students. This systematic literature review aims to offer evidenced-based answers to these arguments on the grounds of biological, sociological, psychological, and educational research. First, twin studies and genome scans in behavioral genetics research unveil strong biological roots of sexual orientation and identity that will not change through inclusive sexuality education. Second, psychological and sociological research signals that heteronormativity, homosexuality non-acceptance, and negative attitudes toward LGBT people in general are associated with lower levels of education and intelligence as well as higher levels of religious belief and political conservatism. For at-risk sexual minority students who show gender nonconforming and gender atypical behavior, schools can create a safe climate and protect adolescent health if they succeed in reducing homophobic and transphobic discrimination, bullying, peer victimization, and verbal, physical, and sexual abuse. Third, action research and ethnographic narratives in educational research tend to indicate that queer educators as role models in classrooms do not change the sexual orientation and gender identity of their pupils. In summary, based on this systematic review, governments and policy makers can expect that reforming the teaching of sex education to include LGBT issues in schools will have positive effects for heterosexual students and for students belonging to a sexual minority. 相似文献
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《Critical Studies in Education》2013,54(1):87-107
Abstract Contemporary research and pedagogy telated to sexualities and schooling in Australia, Aotearoa1/New Zealand and the United States often focuses on ways to alleviate homophobia and heterosexism in the hope of creating schools that are more inclusive of lesbian and gay (and very rarely bisexual, transgender and intersex2) (LGBTI) teachers and students. Within this paradigm, the notion of what comprises sexualities is often taken as given. Alternatively, researchers and educators may invoke essentialising narratives in order to make arguments for the inclusion of students and teachers who adopt LGBTI identifications. Drawing on a theoretical framework influenced by the work of Deborah Britzman3 and other queer theorists within and outside education this article interrogates these strategies of inclusion. In particular, I focus on research methodologies and pedagogies related to sexualities and schooling devised in the name of inclusion of young people who identify as lesbian, gay, bisexual or transgender (LGBT)4 in secondary educational contexts. This analysis, which is based on my doctoral studies, commences with a consideration of queer theories and the art of inclusion. Subsequent to this I analyse pedagogies of inclusion and methodologies of inclusion, and, their nexus with queer theories. 相似文献
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S. Anthony Thompson 《International Journal of Inclusive Education》2013,17(10):985-1000
The purpose of this paper to present two approaches intended to support the social lives of those typically on the borders of school life. Circles of friends (CoFs) was designed to assist students labelled with disabilities, while Gay-straight alliances (GSAs) addresses needs of supporting students who identify as lesbian, gay, bisexual, transgender, two-spirited (gay/lesbian/bisexual First Nations people), queer and/or those questioning their sexual identity (LGBTTQQ). In laying out these approaches side by side, I argue that CoFs constitute a dis/abling pedagogy breed acquiescence, further pathologise students and create essentialised identification for all students. GSAs, in contrast, are constitutive of a queer pedagogy and promote active, agentive, healthy more complex identities. In short, CoFs are critiqued through GSAs and implications for inclusive schooling are explored. 相似文献
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Denise Tang 《Sex education》2014,14(4):444-456
This study investigates the perspectives of service providers working with Chinese lesbian, gay and bisexual (LGB) young people in Hong Kong secondary schools and maps the relationships between same-sex sexualities, religion, education and self-harm. Sixteen service providers, including secondary school teachers, social workers based on and off school sites, and lesbian/transgender activists working in non-governmental organisations serving the LGB and transgender communities, participated in in-depth qualitative interviews. In addition, extensive participant observation was carried out. A grounded theory approach was adopted to code the data, as themes emerged with each successive round of coding. Study findings highlight four main themes: barriers to discussing sexuality at school, the effects of personal disinclination and religion, lesbian and gay youth being perceived as especially susceptible to self-harm, and the similarities in professionals' perceptions of self-harmers and LGB youth. Findings suggest that conservative religious beliefs at both the personal and structural levels act as deterrents to providing counselling and mental health services supportive of LGB youth in Hong Kong. 相似文献
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Brianna M. Vespone 《Christian Higher Education》2016,15(4):215-229
College can be a challenging time for young adults, as many are experiencing life on their own for the first time, adjusting to new lifestyles, new social groups, and new ways to express themselves. For lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students, the challenges are increased as they face harassment, discrimination, and struggles with identity. For LGBTQ students on a Christian campus, the integration of spiritual and sexual/gender identities can pose even more challenges. Research has shown that LGBTQ individuals are at a higher risk for mental health issues, as are those who fail to integrate spiritual and sexual/gender identities. This article will use a review of the current literature to address the need for LGBTQ support groups on Christian college campuses as a means to help these students resolve internal identity conflicts. This article also will demonstrate a rationale for why these groups are needed, identify specific interventions that can be effective, provide implications for counselors, and offer suggestions for future research. 相似文献
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Scott A. Beck Dina Walker-DeVose Laura E. Agnich Caren Town Trina Smith 《American journal of sexuality education》2017,12(2):170-194
This paper uses a mixed narrative and quantitative analysis to examine how a graduate class of predominantly politically and religiously conservative (self-identified), elementary teachers in the South made discursive sense of gender and sexually diverse (GSD) young adult and children's literature in the context of concurrent, relevant national events, especially the U.S. Supreme Court's legalization of gay marriage in Obergefell v. Hodges. Using narrative data, supplemented with quantitative pre- and postsurveys, this study provides fruitful insights into conservative professionals' attitudes and practices regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and adults. Our findings suggest effective ways to help prepare conservative professionals to sensitively address GSD issues in elementary school settings. 相似文献
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Stephanie Anne Shelton 《Teaching Education》2013,24(1):113-130
Despite growing support of lesbian, gay, bisexual, and transgender (LGBT) rights in the United States, the Southeastern region continues to pass legislation that discriminates against those who do not fit normative notions of sexuality and gender. This opposition affects LGBT students and the teachers who identify as LGBT activists. This study of two years of data is an analysis of one novice teacher’s efforts to advocate on behalf of LGBT students despite the resistance that she faced from sociocultural factors influencing her students, classroom, and her teaching practices. An examination of the social, cultural, and political limitations she faced suggest that research advocating curricular changes and findings suggesting that teachers resist sexuality- and gender-based topics ignore the many sociocultural factors acting on educators in the Southeastern US as they strive to be LGBT activists. 相似文献
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Findings from our review of research articles published between 2004 and 2019 indicated students and faculty in counselor education who identify as women; as people of color; or as lesbian, gay, bisexual, transgender, and queer or questioning face eight common types of adverse experiences. Implications for praxis and research are provided to support the profession's aim to diversify and embody inclusion. 相似文献
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This article examines (a) variation in rates of sexual harassment across mode (e.g., in-person, online) and type of harassment, (b) the impact of sexual harassment (i.e., distressing vs. non-distressing), and (c) how sexual harassment is similarly and differently experienced across sexual orientation and gender identity groups. Data were collected as part of the Teen Health and Technology online survey of 5,907 13 to 18 year-old Internet users in the United States. Past year sexual harassment was reported by 23–72% of youth, depending upon sexual orientation, with the highest rates reported by lesbian/queer girls (72%), bisexual girls (66%), and gay/queer boys (66%). When examined by gender identity, transgender youth reported the highest rates of sexual harassment – 81%. Overall, the most common modes for sexual harassment were in-person followed by online. Distress in the form of interference with school, family, and/or friends; creating a hostile environment; or being very/extremely upset was reported by about half of the sexually harassed bisexual girls and lesbian/queer girls, 65% of the gender non-conforming/other gender youth, and 63% of the transgender youth. Youth with high social support and self-esteem were less likely to report sexual harassment. Findings point to the great importance of sexual harassment prevention for all adolescents, with particular emphasis on the unique needs and experiences of youth of different sexual orientations and gender identities. Socio-emotional programs that emphasize self-esteem building could be particularly beneficial for reducing the likelihood of victimization and lessen the impact when it occurs. 相似文献
13.
Stephanie Vega Heather Glynn Crawford J-Lynn Van Pelt 《Equity & Excellence in Education》2013,46(2):250-260
This literature review presents insights from existing research on how teachers view their role in creating safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students. Analysis of the literature shows that there are concerns for LGBTQI students’ safety in schools, that educational settings operate from a position of heteronormativity, and that heterosexual teachers are uniquely positioned as part of the dominant group in which they help to define what is normal and what is deviant in school culture. Research findings on the ways heterosexual teachers respond to institutional heteronormativity are summarized and compared. This review of research provides considerations for and recommendations to school administrators and teacher educators to address needs of teachers. Areas for future research also are identified. 相似文献
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ABSTRACTThe inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors’ experiences in practice and teaching/learning spaces with LGBTQ youth, this article offers practical strategies for creating classrooms inclusive of LGBTQ persons. Queering the classroom builds skills in students beyond practice with LGBTQ people and communities, thereby enhancing their capacity to engage diversity in practice more generally and to advance human rights and social justice. 相似文献
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Henry F. Fradella Stephen S. Owen Tod W. Burke 《Journal of Criminal Justice Education》2013,24(2):127-156
Although criminal justice has made strides to incorporate issues of race, ethnicity, class, and gender into both research and teaching, the same cannot be said about issues of homosexuality. Prior research indicates criminal justice students are more homophobic than their peers in other majors and that bias against gay, lesbian, bisexual, and transgender (GLBT) persons continues in the criminal justice system. As a result, this article argues that criminal justice educators should integrate issues of sexuality into criminal justice curricula as part of diversity education within the discipline. Few programs currently do so. This article outlines four methods for infusing justice‐related GLBT content into criminal justice classes, including: The teachable moment; incorporating GLBT‐relevant material in required courses; incorporating GLBT‐relevant material into diversity courses; and the development of new electives. These strategies can help combat heterosexism and homophobia. 相似文献
17.
Douglas A. Burleson 《About Campus》2010,14(6):9-14
What do gay, lesbian, bisexual, transgender, or queer (GLBTQ) students look for when choosing a college? The results of Doug Burleson's research on this question provide insight about how to reach out to these potential students. 相似文献
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Debra A. Harley Theresa M. Nowak Linda J. Gassaway Todd A. Savage 《Psychology in the schools》2002,39(5):525-538
College students with disabilities who are lesbian, gay, bisexual, or transgender (LGBT) represent diverse cultural minorities with multiple service needs involving disabilities, identities, and adjustment strategies. These students are usually accommodated in the college environment because of their disability while simultaneously marginalized based on their sexual orientation. This article discusses LGBT college students with disabilities as multiple cultural minorities with a focus on educational environments, institutional issues, and strategies for university personnel. © 2002 Wiley Periodicals, Inc. 相似文献
19.
This paper examines how parent advocacy and teacher allyship played an important role in supporting six-year-old Violet Addley’s (a pseudonym) gender transition in elementary school. We first met the Addley family in the spring of 2015 when we interviewed them for a research study on the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) families in Ontario schools. The goals of the study are to interview LGBTQ families about issues that come up at school, document how families have worked with schools to create safer and more respectful classrooms for their children, and share the families’ interviews with teachers and principals so they can begin to think about the ways they can best work with LGBTQ parents and their children. Our paper also discusses what a group of teachers learned about parent advocacy and teacher allyship from their engagement with the Addley family interviews. 相似文献