Discourses that silence: teachers and anti-lesbian harassment

This paper examines the way lesbian identities are silenced in schools particularly through anti-lesbian harassment. Based on research with 30 self-identified lesbian teachers working across high schools in New South Wales, Australia, the discussion illustrates how various responses to anti-lesbian harassment silence the recognition of such harassment, contributing to the invisibility of lesbian identities in schools generally. The argument highlights the shifting nature of both the subject and power. It illustrates how discursively (re)positioning harassers re-establishes and reinforces the harassed teacher's personal and professional power; however, this simultaneously serves to rationalise the harassment. This silences the awareness of the prevalence of anti-lesbian abuse by individualising the behaviour and pathologising the harasser, while ignoring broader socio-political discourses that maintain the frequently subordinated location of lesbian subjectivities.     

Predictors of US teachers’ intervention in anti-lesbian,gay, bisexual,and transgender bullying and harassment

This study examines how United States (US) teachers’ experiences and beliefs may be predictive of their intervention in anti-lesbian, gay, bisexual, and transgender (LGBT) bullying and harassment using a US national sample of teachers (N?=?726) who completed an online survey. Results from regression analysis indicated that knowing LGBT people, awareness of general bullying and harassment, awareness of anti-LGBT bullying and harassment, and self-efficacy related to intervention in homophobic remarks were significant predictors of teachers’ frequency of intervention in homophobic remarks. Teachers’ sense of obligation to ensure safe schools for LGBT youth was not predictive of intervention. Implications for teacher education include: providing opportunities for exposure to LGBT people; raising awareness of anti-LGBT bullying and harassment; and building teachers’ skills to intervene in anti-LGBT behaviors.     

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.     

BEHAVIORAL INTENTION OF TEACHERS,SCHOOL PSYCHOLOGISTS,AND COUNSELORS TO INTERVENE AND PREVENT HARASSMENT OF LGBTQ YOUTH

A national sample of educators were surveyed to identity the attitudes, beliefs, school culture, and perceived barriers that would predict whether educators would intervene to stop bias and harassment directed at lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) youth in schools. The survey questionnaire was organized according to the theory of planned behavior (TpB), a theoretical model linking attitudes to behavior. A sample of 968 teachers, school psychologists, and school counselors participated. Factor analysis indicated that the three TpB components (attitude, subjective norm, and perceived behavioral control) accurately predicted behavioral intention to advocate for LGBTQ youth. Path analysis supported the components of TpB in predicting behavioral intention, accounting for 21% of the variance. The path coefficients linking attitudes and subjective norm to behavioral intention were particularly robust and less so for perceived behavioral control. Implications for intervention and training of school personnel to improve advocacy for LGBTQ youth and reduce bias and harassment are discussed.     

Sexism,homophobia and transphobia in a sample of Italian pre-service teachers: the role of socio-demographic features

Although recent research has highlighted that lesbian, gay, bisexual and transgender (LGBT) youths represent a resilient population, they still suffer from social stigma and oppression, being potentially at additional risk of developing negative mental health outcomes. One of the main environments where violence and harassment against this population are present is the school. Within school contexts, the impact that teachers can have on the educational experiences of LGBT youths seems to be a crucial point. This paper explored sexist, homophobic and transphobic attitudes among 438 pre-service teachers in relation to specific socio-demographic features. Results indicated that being male, heterosexual, conservative and currently religious were positively associated with sexist, homophobic, and transphobic attitudes and feelings, and having a LGBT friend was negatively associated with homophobic and transphobic attitudes and feelings. These results suggest the need to introduce specific training on the deconstruction of gender and sexual stereotypes and prejudices, to provide teachers with efficient tools to address diversity in the classrooms and to implement inclusive school policies. Suggestions for the implementation of good practices are provided.     

Sexual harassment among adolescents of different sexual orientations and gender identities

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.     

Gendered harassment in secondary schools: understanding teachers’ (non) interventions

This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators experience a combination of external and internal influences that act as either barriers or motivators for intervention. Some of the external barriers include: lack of institutional support from administrators; lack of formal education on the issue; inconsistent response from colleagues; fear of parent backlash; and negative community response. By gaining a better understanding of the complex factors that shape how teachers view and respond to gendered harassment, we can work towards more effective solutions to reduce these behaviours in schools.     

The experience of learning to teach: Changing student teachers' ways of understanding teaching

I examine how physical education teachers respond to homophobic name‐calling, as revealed in life history interviews with ‘lesbian’, ‘gay’, and ‘heterosexual’ teachers in Canada and the USA. Censoring homophobic name‐calling in schools is discussed as an important, but insufficient, response. Several ‘lesbian’ and ‘gay’ teachers responded with pedagogies of injury; that is, they recalled their personal experiences of homophobic language to teach students not to use words such as ‘fag’, ‘dyke’, and ‘queer’. I examine why some teachers were prepared to risk further personal injury in order to prevent injury to other students. In addition to rational and conscious explanations, I speculate that an unconscious masochistic imperative may also animate this approach to anti‐homophobic education. Ultimately, I ask what is demanded from teachers if this type of anti‐homophobic teaching is animated by what has been called an attachment to subjection.     

Achievements in Mathematics and Science in an International Context

Starting from educational aims that emphasise tolerance and understanding, the focus of this article is to analyse how difference is constructed in students’ informal relations, by enactments of bullying and sex-based and racist harassment. The article also discusses how young people themselves and teachers reflect on these kinds of processes. These questions are explored using data obtained from different perspectives: 1) ethnographic observations in secondary school classes of 7th graders; 2) interviews of the students in these classes (about 13 years of age); 3) interviews of the teachers that taught these classes; and 4) follow-up interviews of the same young people at the age around 18. The findings suggest that students’ individual diversities are sometimes constructed to “different-ness” in everyday life at school. “Different-ness” might be used as a reason for bullying, racism, or sex-based harassment. In schools this is not effectively addressed by teachers.     

Race,class, and emerging sexuality: teacher perceptions and sexual harassment in schools

Sexual harassment is a highly troubling gendered phenomenon that plagues young women on a daily basis. The way in which sexual harassment is perceived and treated is varied and is largely based on racial and class stereotypes. This paper highlights the findings from a study in which a group of middle and high school teachers were interviewed and their perceptions of sexual harassment on their campuses were discussed. What was revealed throughout this study was the way in which many teachers’ notions of sexuality are conceptualised through their notions of class and race. This paper addresses how such racial and class stereotypes veil the sexual victimisation of many young women.     

The Discursive Framing of Sexual Harassment in a University Community

Sexual harassment in university communities is, at best, understood as the exercise of power by deviant individuals and is dealt with through sexual harassment policies, grievance procedures, reprimands and educational measures. Through a discursive analysis of one case of sexual harassment, this article illustrates how power is not merely attached to specific individuals. Rather, university communities provide the conditions under which sexual harassment is naturalised. The article illustrates how conservative and liberal discourses of academic freedom, juridical interpretations of collective agreements, and anti-feminist backlash discourses shaped knowledge in the public domain, while the voices of women students and feminist discourses on sexual harassment were either marginalised or silenced. The article supports the view that the discursive framing of sexual harassment constitutes power relations in the academy and ultimately legitimises sexual harassment. The article offers some discursive strategies for dealing with sexual harassment in university communities.     

The complexities of workplace experience for lesbian and gay teachers

Discrimination against lesbians and gay men has been endemic throughout Australia’s history. However, in twenty-first century Australian society there are signs of growing sophistication and acceptance of sexual diversities. Despite this, schools continue to be organisations where sexual ‘difference’ is marginalised and silenced, having ramifications on the professional lives of lesbian and gay teachers. This article, based on qualitative research with 14 lesbian and gay teachers working in metropolitan Sydney, explores the ways in which schooling micro-cultures and systemic practices affect participants’ working lives. In particular, it highlights the ways in which these teachers negotiate the complex discursive fields in schools to perform their ‘professional’ teacher subjectivities in ways that are personally functional and effective, and simultaneously organisationally ‘acceptable’ in what has been for lesbian and gay teachers, traditionally hostile workplaces.     

EDUCATORS’ REPORTS ON INCIDENCE OF HARASSMENT AND ADVOCACY TOWARD LGBTQ STUDENTS

This study is based on a national survey investigation of 968 educators, who reported the incidence of LGBTQ harassment in schools, and their advocacy efforts on behalf of this population. LGBTQ‐related knowledge, attitudes, norms, and perceived ability to advocate were also assessed. Ninety percent of educators reported observing LGBTQ harassment and 30% consistently intervened. Overall, educators reported positive attitudes towards LGBTQ people, felt professionally supported, and ready for LGBTQ advocacy. Educators reported inadequate knowledge of LGBTQ identity development and desire for professional development. School counselors were more informed about LGBTQ issues and more aware of LGBTQ harassment than school psychologists or teachers.     

Teacher-targeted bullying and harassment in Australian schools: a challenge to teacher wellbeing

Abstract

This article sets out discursive issues surrounding bullying and harassment against teachers. This problematic phenomenon of teachers being bullied by students does not have the discursive policy framework to realistically and even-handedly enable discussion in the public arena or political and policy environments. This discussion chronicles our journey towards greater conceptual clarity and appropriate nomenclature about bullying and harassing behaviours directed against teachers. International studies have identified teacher-targeted bullying by students as a real and detrimental issue for teacher wellbeing. We present a sampling of international research that grapples with the challenge of defining the phenomenon of teachers as targets of intentional bullying and harassment by students. We consider Australian studies conducted in the past twenty years that address teachers’ perceptions of being bullied. Finally, we propose that this phenomenon is likely to continue until there is sufficient support to start a cultural shift towards more respectful treatment of teachers.     

Integrating Identities: Facilitating a Support Group for LGBTQ Students on a Christian College Campus

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.     

‘Sod ‘em,sod ‘em like there's no Gomorrah’: comparing sexualities education for teachers,doctors and clergy in the UK

In the context of changes in UK public discourse concerning sexualities over the last decade, this paper compares education in the field of sexualities equality, enquiring how teachers, doctors and clergy are being prepared for their professional lives. Data from a qualitative study using questionnaires and semi-structured interviews are analysed to reveal that although in many outward respects teaching and medicine reflect recent legislative and cultural changes and the church does not, in more subtle ways these three professions share a common theme of disjunction between policy and practice. There is also some evidence that certain subsections of these professions offer differential degrees of welcome to gay and lesbian individuals. Behind this empirical study lies the theoretical question of the way in which historically these professions have enmeshed together to structure a dominant heteronormativity. Evidence from this research points to some loosening of these historic ties.     

Constr(i)(u)cting Lesbian Identities in Physical Education: Feminist and Poststructural Approaches to Researching Sexuality

The article explores some assumptions and limitations of current research about lesbians in physical education. Research has explored the identity management strategies used by lesbian teachers (Griffin, 1992b; Sparkes, 1994; Woods, 1992), based upon liberal and radical feminist assumptions that a “lesbian identity” exists in some essential form (Jaggar, 1988). Materialist feminist theory refuses any “essential” lesbian identity, but acknowledges the social construction of particular lesbian identities within specific historical conditions, illustrated in the work of Cahn (1994). Poststructural theorists (Bryson & de Castell, 1993; Butler, 1990; Pronger, 1990, 1992) also reject the existence of essentialized identities, and argue instead that “effects” of sexualities are continually being performed at the surface of the body. I argue this poststructural assumption, that lesbian identities do not really exist, is compatible with a politics “as if” they existed (Riley, 1988). Finally, the paper calls for a shift in research focus away from individual lesbian identity toward how institutional discourses constrict and construct lesbian identities.     

Surviving in the trenches: A narrative inquiry into queer teachers’ experiences and identity

This study, through the lens of narrative inquiry, examines the lived experiences of six lesbian and gay teachers working in primary and secondary school settings in the Midwest region of the USA. The heteronormative society in which we live has lead these individuals to keep their sexual identity separate from their identity as a teacher for a number of reasons. In addition to exploring these issues, this study aims to understand what it is like to be a queer teacher in the Midwest by focusing on how they construct and maintain their identities.     

EFFECTS OF TEACHER–STUDENT RELATIONSHIPS ON PEER HARASSMENT: A MULTILEVEL STUDY

Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students.     

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.