Lesbian and gay teachers and sex/uality education policy enactment in schools

ABSTRACT

This paper examines lesbian and gay teachers’ identities and experiences in schools in the context of school policies relating to homophobia and to sex and sexuality education. Drawing on semi-structured interviews with 12 lesbian and gay teachers working in English and Welsh schools, and using the concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/transphobic bullying and sex/uality education and their enactment are perceived by lesbian and gay teachers. The article examines teachers’ personal experiences in relation to sexuality in school, and then broadens out into related issues for pupils and a discussion of the varied approaches to sex and relationships education in the schools. I argue that the enactment of these policies is not straightforward, and that they could be better supported by a more inclusive and comprehensive sexuality education curriculum.     

The Multidimensionality of Adolescents' Beliefs About and Attitudes Toward Gay and Lesbian Peers in School

This study investigated tenth- and twelfth-grade adolescents' ( N = 264) beliefs about homosexuality, their attitudes about gay and lesbian peers in school, and their evaluations of the treatment of gay, lesbian, and gender non-conforming peers. The results revealed differences in adolescents' beliefs about homosexuality and their attitudes toward gay and lesbian peers in school. Further, age-related and context differences in adolescents' attitudes were obtained. The results also revealed age-related difference in adolescents' evaluations of the treatment of gay, lesbian, and gender non-conforming peers. Finally, the results provide some evidence that gender non-conformity and sexuality independently and interdependently impact adolescents' evaluations of the treatment of others. The implications of these results for educators and others interested in creating schools that are safe for all students are discussed.     

Limitations of focussing on homophobic,biphobic and transphobic ‘bullying’ to understand and address LGBT young people's experiences within and beyond school

This paper presents new empirical data that highlight how a focus on ‘bullying’ is too limited and narrow when thinking about homophobia, biphobia and transphobia that young people may experience. The paper draws on two recent studies with young lesbian, gay, bisexual and trans participants, which each identified issues and experiences not readily captured within dominant bullying discourses and understandings. Findings are examined within three sections: beyond ‘bullying’, questioning inevitability, and (in)appropriate responses. In conclusion, I set out some implications and suggestions for the development of practice and future research concerning homophobia, biphobia and transphobia in youth settings.     

Queer trepidations and the art of inclusion

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.     

Australian Lesbian Teachers-a reflection of homophobic harassment of high school teachers in New South Wales government schools

This article examines the homophobic harassment of lesbian teachers working in government high schools in Sydney, Australia. Six women were interviewed about their experiences of student homophobia, including how they dealt with that harassment on both a personal and practical level and their philosophies on youth homophobia and anti-homophobic education in New South Wales government schools. The article demonstrates the fact that harassment based on sexual orientation is often an invisible issue in schools, as is homosexuality in general. It also demonstrates that there is inadequate training of staff and too few resources available to enhance tolerance of homosexuality. It shows that teaching about homosexual tolerance needs to be an 'en masse' strategy, where the issue of homosexuality and anti-homophobia strategies are not categorised under any broad umbrella term, but where they are prioritised to become visible, overtly discussed and hence, addressed issues.     

Bodies That Matter: Transgenderism,innocence and the politics of 'unprofessional' pedagogy

This article deals with the issue of including gay, lesbian, and bisexual (GLB) themed materials in school curricula. It is argued not only that such materials should be included but also that the more radical notion of 'positive systematic inclusion' should be followed. Positive systematic inclusion requires the positive portrayal of GLB persons in the curriculum and prohibits teachers, at least in the early school years, from expressing opinions against homosexuality. Using a recent critique of this position provided in Sex Education by John Beck as a foil, the author argues that positive systematic inclusion is required by and promotes the liberal democratic tradition. Furthermore, positive systematic inclusion represents the radicalization of the liberal democratic tradition necessary to respond adequately to legitimate criticisms from postmodernists.     

Something more to tell you: gay,lesbian or bisexual young people's experiences of secondary schooling

How do young people who identify as lesbian, gay or bisexual (lgb) experience secondary schooling? How do they feel that questions of sexuality are dealt with in the curriculum and do they find this treatment helpful? This article presents the findings of a project that replicated Trenchard and Warren's 1984 study, Something to tell you. The findings are analysed and some suggestions are made as to changes in lgb‐identifying people's experiences of schooling from 1984 to 2001. Finally, the article considers these changes in relation to the question of the ‘effect’ of Section 28 of the Local Government Act 1988.     

Homophobia and university law enforcement students

There is little research on homophobia among university-level law enforcement students, nor strategies for teaching gay issues. This paper analyzes gay issues as provided in textbooks for law enforcement students, and homophobia among law enforcement students. A content analysis of textbooks reveals little treatment of gay issues or working with the gay community and the lack of attention is disparate with that granted other minorities. Measures of homophobia comparing law enforcement students with other students indicate that law enforcement students hold higher levels of homophobia.     

Integrating Gay,Lesbian, Bisexual,and Transgender Issues into the Undergraduate Criminal Justice Curriculum

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.     

Perspectives on same-sex sexualities and self-harm amongst service providers and teachers in Hong Kong

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.     

HOMOSEXUALITY AND NORMALITY: BASIC KNOWLEDGE AND PRACTICAL CONSIDERATIONS FOR SCHOOL CONSULTATION

In the United States, controversy persists regarding what it means for heterosexuality to be the norm, or more pointedly, what it means for those not strictly heterosexual to be outside the norm. It is important that consultants in schools be aware of the current state of research bearing on homosexuality. Consultation provides a viable approach to assist educators with the questions that students, parents, teachers, and administrators themselves may be asking: What is homosexuality? Is heterosexuality the only natural sexual orientation? Can lesbian, gay, and bisexual people be psychologically healthy? Are the children of lesbian and gay parents “at risk”? Can one become ungay? What about a gay or lesbian teacher? This article explores these questions with particular attention to how consultation may be used to promote educational practices that foster positive school environments for all students.     

Moral Reasoning and Homosexuality: The acceptability of arguments about lesbian and gay issues

In the political arena, lesbian and gay issues have been contested typically on grounds of human rights, but with variable success. Using a moral developmental framework, the purpose of this study was to explore preferences for different types of moral arguments when thinking about moral dilemmas around lesbian and gay issues. The analysis presented here comprised data collected from 545 students at UK universities who completed a questionnaire, part of which comprised a moral dilemma task. Findings of the study showed that respondents do not apply moral reasoning consistently, and do not (clearly) favour human rights reasoning when thinking about lesbian and gay issues. Respondents tended to favour reasoning supporting existing social structures and frameworks, therefore this study highlights the importance of structural change in effecting widespread attitude change in relation to lesbian and gay rights issues. The implications of the findings for moral education are also discussed.     

Wearing My Identity: A Transgender Teacher in the Classroom

The term transgender is used by people whose gender identity or expression falls outside the boundaries of traditional gender expectations. In educational systems, transgender issues are becoming increasingly relevant as both students and staff "come out" as transgender, and as young people explore non-normative gender expression. In comparison to the empirical and theoretical discussions on gay, lesbian, and bisexual youth issues in education, research on transgender youth is sparse, and academic research on transgender teachers is non-existent. Like closeted gay, lesbian, and bisexual teachers, transgender teachers are isolated, hidden, and silent about their authentic identities. This exploratory study offers one transgender-identified teacher's story in an urban public school system. The issues addressed include gender dynamics in the classroom, relationships with students, the connections between sexual orientation and gender identity, and discrimination in the work environment.     

Administrator

Scholars have sought to identify the complexity and multidimensionality of the phenomenon of sexual identity formation since the American Psychiatric Association declassified homosexuality as a mental disorder in 1973 (Bayer, 1981). This article addresses the manner in which the needs of lesbian, gay, bisexual, transgender, and queer [LGBTQ] students can be addressed against the backdrop of Kleinman's phenomenological objectives of physical education. I argue for expanding the movement landscape in physical education to include alternatives to sport that lead to self-realization and acceptance of self. I promote the spirit of the content of significant movement including heightened awareness, sensitivity and acceptance, and realization of self as opposed to the spirit of sport. In this sense, LGBTQ students can come to know self as subject through meaningful movement experiences rather than power and performance sports. I also argue that the physical educators examine teaching practices that promote hegemonic masculinity and femininity, as well as individual views toward LGBTQ students.     

Young Cypriots on sex education: sources and adequacy of information received on sexuality issues

Introduction: In the absence of standardised sex education and because schools usually limit their teaching to the ‘health’ aspects of sexuality, young people in Cyprus rely on their peers and the media for information on sexuality. This study examines the sources and adequacy of the information received by young people from various sources on matters related to sexuality and sexual health.

Method: Twelve in‐depth interviews were conducted in Cyprus in 2005 with purposively chosen boys and girls aged 15–18 years using a semi‐structured discussion guide. The interviews focused on participants' knowledge of HIV/AIDS and other sexually transmitted infections, safer sex, contraception and abortion. They also explored attitudes and beliefs concerning relationships, homosexuality and mutual consent.

Results: Information about sexual health is primarily received from school in classes that interviewees considered dull or irrelevant. Television, and to a lesser degree magazines, were the main sources of information on sexual relationships, the sexual act, homosexuality and abortion. Sexually transmitted infection knowledge was limited and often erroneous, while attitudes towards contraception use, abortion and homosexuality suggest that negative stereotypes are widespread.

Conclusions: Because the information young people receive on sexuality appears to be inadequate, there is an urgent need to implement comprehensive, evidence‐based sex education in the public schools. It should also address the nature and content of the sexual and reproductive health messages received from peers and the media.     

The experiences of lesbian,gay and bisexual students and staff at a Further Education college in South East England

Research exploring the educational experiences of lesbian, gay and bisexual (LGB) students and staff members has traditionally been characterised by homophobia, hostility, victimisation and marginalisation. Recent research has evidenced a shift in the experiences of LGB young people, to somewhat more accepting and positive narratives, including within post‐compulsory schooling. Yet, there is limited research exploring the lived experiences of LGB staff members in the Further Education context. Utilising inclusive masculinity as a sociological paradigm, this research explores the qualitative data from the narratives of 26 LGB staff and students at one Further Education college in the south of England. The results find a distinct lack of homophobia within this college, a nuanced understanding of homosexually themed language, and an organisational culture of inclusivity and widespread symbolic visibility of the LGB community. Overall, our research aligns with broader social patterns that the experiences for LGB persons is improving.     

Using Popular Culture Texts in the Classroom to Interrogate Issues of Gender Transgression Related Bullying

This article examines how undergraduate instructors of pre-service educators can address complex issues of sexuality and sexual orientation within the classroom. First, we explain our own backgrounds and positionalities to provide a context for our ensuing ideas and discussions. Second, by reviewing the literature on homophobic bullying, we outline why it is imperative that preservice teachers understand and mobilize around issues of gay, lesbian, bisexual, transgender, queer/questioning, intersex rights. Third, we offer suggestions as to how to relate to undergraduate students when talking about sexuality and sexual orientation. We propose that using popular culture is an effective and engaging way of connecting to preservice teachers who have not previously had to confront their own homophobia and heterosexism. We suggest that using popular films or TV shows, such as Ugly Betty, has the potential to open up space for dialogue and critical engagement with issues such as explicit or implicit homophobia. We believe that critical media literacy skills are necessary tools for young people who are constantly bombarded with oftentimes stereotypical images and personifications of GLBTQI people within the mainstream media. Consequently, although we propose that popular culture be used as an educative space within the undergraduate classroom, it must be used both carefully and critically. Finally, we discuss why it is imperative that undergraduate professors address these issues within the classroom by referencing recent tragedies that are directly connected to homophobic bullying.     

Taking Students Seriously: Their rights to be safe at school

In a broader study of students' rights at school, high school students in New Zealand were asked about whether gay/lesbian/bisexual students would feel safe at their school. Data are reported from a nationwide survey of 107 high schools involving 821 students (aged 15-16 years) and 438 staff who responded to a questionnaire. The article focuses on how students and staff describe attitudes to lesbian/gay/bisexual students, and identifies the most prevalent discourses, including a counter-discourse of acceptance. Although attention to a discourse of acceptance risks the effect of undermining the implications of extreme violence against lesbian/gay/bisexual students, it also challenges the pervasive construction of lesbian/gay/bisexual students as victims. The authors argue that attention to discourses of acceptance might open up further discursive and material strategies for working towards the safety of all school students, including lesbian/gay/bisexual students.     

Should Homosexuality be Taught as an Acceptable Alternative Lifestyle? A Muslim perspective: a response to Halstead and Lewicka

This article focuses upon that part of Halstead and Lewicka's argument which contends that ‘a gay and lesbian world view’ on homosexuality is, at least in certain respects, incommensurable with a Muslim view. This thesis is challenged and certain educational implications of this challenge are explored. The view originally formulated by Patricia White that in liberal, democratic societies such as the UK ‘a school has no reason not to present homosexuality as a morally acceptable way of life which some of its student members may one day lead’ is endorsed     

Curriculum Implications of Anti-Gay Attitudes Among Undergraduate Criminal Justice Majors

To examine attitudes towards gays and lesbians in an undergraduate criminal justice sample and to test previous research suggesting that law enforcement students hold higher levels of homophobia, we surveyed 453 undergraduates. Results indicated higher levels of anti-gay attitudes in criminal justice majors compared to a small sample of non-criminal justice majors and similar levels of anti-gay attitudes between law enforcement and other criminal justice students. Gender, race, religion, gay/lesbian friends, patriarchal attitudes, and completing a social science minor outside of criminal justice were found to be significant predictors of attitudes toward gays and lesbians; while the number of courses in which homosexuality issues were included in discussion was not. These findings are discussed and we offer suggestions for criminal justice curriculum that may assist our students in maintaining and upholding a fair and just criminal justice system.