A systematic mapping literature review of education around sexual and gender diversities (original) (raw)
Related papers
Gender and Sexual Diversity: LGBTQ+ Students
Ontario Undergraduate Student Alliance (OUSA) Policy Paper, 2019
Students pursuing post-secondary education should never face discrimination, harassment, or exclusion on their campuses. Yet on many Ontario university campuses, LGBTQ+ students face such realities and are marginalized because of who they are. In some cases, these students become the targets of deliberate, hate-motivated actions, and in other instances, the blame lies in ignorance or apathy. It is OUSA’s hope that the recommendations provided in this paper will contribute to improving access to and safety in post-secondary education for LGBTQ+ students. NOTE ON TERMINOLOGY This paper uses the acronym LGBTQ+ to refer to anyone who identifies as Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, Intersex, Two-Spirit, Asexual, Pansexual, and other identities and sexualities that are not cisgender or heterosexual. Over the years, this acronym has evolved and variations, including LGBTQIA+ and LGBTQ2+, have become more commonly used. This paper uses the term LGBTQ+ because it is more widely used and recognized at this time, particularly when compared to alternatives, such as MOGAI (Marginalized Orientations, Gender, and Intersex). It is important to note that language and nomenclature continues to evolve and terminology may be adjusted. The plus sign (+) in LGBTQ+ indicates the intention to recognize a diverse and fluid range of gender identities, gender expressions, and sexual orientations. Additionally, in this paper the terms “trans” and “transgender” are used interchangeably. SCOPE AND LENS It is important to note that not all individuals under the umbrella term LGBTQ+ face the same issues and barriers. The identities and communities to which the term LGBTQ+ refers face distinct experiences and challenges. While efforts have been made to address specific issues, such as bi-erasure, it is not within the scope of this paper to engage in all of these important and more nuanced discussions. As such, this paper attempts to explore more general issues of inclusion, awareness, safety, and respect. Though this paper recognizes and discusses problems that are manifestations of larger systemic and historical structures that continue to oppress the LGBTQ+ community, it is also beyond the scope of this paper to offer an academic exploration of these root causes. Rather, it is our hope to address some of these underlying causes through the tools we propose in this paper, including education and policy change. Ultimately, however, this paper maintains a problem-solving and policy-oriented lens, primarily offering short-term prescriptions intended to improve the experiences of LGBTQ+ students on their campuses. Further, the topics discussed cannot be fully understood without a greater examination of intersectionality and the role of racism, ableism, ageism, and other forms of discrimination in the oppression of LGBTQ+ folks. The authors of this paper have taken steps to address intersecting identities; however, to maintain a problem-solving oriented scope closely tied to consultation, this paper treads lightly on issues of intersectionality and has not adopted an intersectional lens as a whole. The following paper attempts to offer policy solutions in the context of broad and complex topics and, as such, there are still many important issues to be discussed. This paper does not claim to serve as a comprehensive list of challenges faced by all student s who identify as LGBTQ+, nor as an authoritative description of the nature of these problems. Instead, it intends to serve as a first step towards introducing improvements. LGBTQ+.
This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their values regarding human rights and LGBTQ-inclusive education, their practices in the classroom, experiences with homophobic and transphobic harassment, and perceptions of support for LGBTQ-inclusive practices. Results indicate that there is a high level of in-principle support for LGBTQ-inclusive education (84.9%); however, actual practice is much lower (61.8%) and there are significant differences in the perspectives and experiences of gay, lesbian, and bisexual identified educators compared with their straight colleagues in terms of curriculum integration and bullying interventions. Findings offer important insights for teacher preparation, curriculum development, and law and policy implementation and reform. [this is a pre-print version of the article now available online]
Equality, diversity and inclusion has always been an issue within education. This essay aims to assess the associated barriers in education relating to LGBT students in secondary education with reference to policy and practices to formulate my analysis. It is important to look at the definitions of equality, diversity and inclusion in order to assess the issues associated. According to the Oxford dictionary (2018) Equality is defined as the state of being equal, especially in status, rights, or opportunities. Diversity is defined as the state of being diverse. Diverse: Showing a great deal of variety; very different and inclusion is the action or state of including or of being included within a group or structure. All elements of equality, diversity and inclusion are protected under The Equality Act 2010 within the UK. In my opinion, although LGBT inclusion within schools has developed largely since my time in secondary education, I do not think that enough has been done to protect and include LGBT students within social and educational processes of secondary education within the UK education system as well as internationally. I will be using reference to my experience as an LGBT student within an all girl's secondary school to contextualise how issues of LGBT inclusion effected my learning and social inclusion throughout my secondary education leading me to assess the issues of inclusion for LGBT students from the view of an educator as well as former student. I will be discussing the historical evolution of LGBT values and principles in policy and legislation within education, correlating their development and inclusion. I will do this through critical analysis of concepts, theories and issues of policy regarding LGBT inclusion, what works and what requires improvement through critical comparisons between the UK and international variants. Furthermore, I will articulate how others and myself could apply approaches of LGBT equality, diversity and inclusion in professional educational practice within Philosophy and Religious Education and referencing the efficiency and effectiveness associated. To conclude, I will offer my own model suggestion which I believe should be implemented in schools to tackle the issues of equality, diversity and inclusion. Historically, LGBT inclusion has developed drastically over the past ten years through political movements which have provoked policy and law reform over recent years. For example, in 1988 the UK Prime Minister Margaret Thatcher introduced the Local Government Act 1988.28. stating that the LA should not intentionally promote homosexuality or publish material with the intention of promoting homosexuality or promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship.' Unfortunately, this was not revoked until the Local Government Act 2003 section 128 2 f ii.
LGBT, To Be or Not to Be? Education about Sexual Preferences and Gender Identities Worldwide
Based on an assessment of global needs for education in LGBT issues and experiences generated from expert meetings and projects by the Global Alliance for LGBT Education (GALE), this paper proposes that most educational programs take goals such as “we need to combat homophobia” for granted. However, a cross-cultural analysis of resources and needs for education about sexual diversity shows that this goal, with its focus on “gay identity,” is heavily influenced by a Western perspective on gay emancipation. In other regions, different perspectives—such as dealing with machismo, conflict resolution, promoting respect, and diversity management—are more relevant for effective education; and respect for “being gay” may not be the most dominant aspect of emancipation and education strategies in those regions. However, such differences in perspective do not imply the impossibility of collaboration on the international level. On the contrary, international comparison can be an important contribution to more effective ways of learning and teaching. This article concludes that there is a need to develop more concrete but also more culturally sensitive objectives for education about people who are Disadvantaged because of their Expression of Sexual Preference Or Gendered Identity (DESPOGI) as well as for better grounding of educational methods on evidence-based expectations for effect on attitudes and behavior. It is recommended that the effects of educational tools and training be monitored and that cross-cultural comparison be encouraged.
An Analysis of LGBTQIA+ University Students’ Perceptions about Sexual and Gender Diversity
Sustainability
The main objective of this study was to explore the perceptions of LGBTQIA+ students regarding sexual and gender diversity in the university context by (1) identifying conceptions about a being LGBTQIA+ student in the higher education context, (2) researching perceptions of the stigma and discrimination against, and inclusion of LGBTQIA+ students and (3) to recognize discourses and scenarios identified by students in the university context regarding sexual diversity and gender diversity, distinguishing their experiences in the classroom as well as in the university, with their peers and with their professors. This research was based on a quantitative method, the sample consisted of 171 students from the School of Medicine of a public university in the United States in the state of Texas. The results showed that there is currently a greater knowledge of the subject of sexual and gender diversity and of the spaces and resources offered by the university on the subject compared to prev...
Journal of LGBT Youth, 2019
Given the current political and social climate, teaching children about sexual orientation and gender identity is more important than ever. The present literature review seeks to address the following questions: How are LGBTIQ + topics addressed in practitioner literature and in what content areas are these topics most prevalent? How prevalent are LGBTIQ + topics in practitioner literature before 2015, prior to the publication of Miller’s Queer Literacy Framework (QLF)? How prevalent are these topics after QLF’s publication in 2015? The search for LGBTIQ+ topics in the journals led to a total of 74 articles which were then coded by three independent researchers. To explore the prevalence of LGBTIQ+ topics in articles published in journals most accessible to PreK-12 classroom teachers, the 13 top practitioner journals across all major content areas (i.e., English/Language Arts, social studies, mathematics, and science) and grade levels were selected. These results produce two salient conclusions. First, LGBTIQ+ themes are present in articles published over the years. Second, individuals included under the LGBTIQ+ umbrella are silenced. There is evidence of the use of the QLF before and after 2015, indicating that LGBTIQ+ topics were addressed. Implications for teacher education and suggestions for future research are included.
Inclusion of Sexual Diversity in Schools: Teachers' Conception
Multidisciplinary Journal of Educational Research, 2016
The school is permeated by a variety of individuals with different sexual identities and gender distinct from the heterosexual model, but sexual diversity is not included effectively in this social instance. Therefore, this qualitative study aimed to analyze the role of educators in the inclusion of sexual diversity in schools. For this, we used the method of thematic categorical content. The results showed that teachers were not trained in initial and continuing training to deal with sexual diversity, however, they highlight the need for a collective effort to host sexual diversity in schools and suggest teaching methodologies. So is cautioned that the undergraduate urgently need to include this subject in the curriculum, so that teachers are able to promote continuous actions along with the school community, contributing significantly to the inclusion of sexual diversity.
Journal of LGBT Youth, 2019
Given the current political and social climate, teaching children about sexual orientation and gender identity is more important than ever. The present literature review seeks to address the following questions: How are LGBTIQ + topics addressed in practitioner literature and in what content areas are these topics most prevalent? How prevalent are LGBTIQ + topics in practitioner literature before 2015, prior to the publication of Miller’s Queer Literacy Framework (QLF)? How prevalent are these topics after QLF’s publication in 2015? The search for LGBTIQ + topics in the journals led to a total of 74 articles which were then coded by three independent researchers. To explore the prevalence of LGBTIQ + topics in articles published in journals most accessible to PreK-12 classroom teachers, the 13 top practitioner journals across all major content areas (i.e., English/Language Arts, social studies, mathematics, and science) and grade levels were selected. These results produce two salie...
International Journal of Open-Access, Interdisciplinary & New Educational Discoveries of ETCOR Educational Research Center (iJOINED ETCOR), 2023
Aim: The main thrust of the study was to assess the inclusivity of the LGBTQ+ community in the learning environment as perceived by students and teachers at Dagohoy National High School, Dagohoy, Bohol, School Year 2022-2023. Methodology: To achieve the purpose of this study, the researchers have utilized a descriptive research design to evaluate the inclusivity of the LGBTQ+ community at Dagohoy National High School. A simple random sampling method was used in the selection of the respondents. A modified-descriptive questionnaire was used to evaluate how students and teachers perceive the inclusivity of the LGBTQ+ community in the learning environment. Results: The null hypothesis of the study is accepted which means that there is no significant difference between the teachers' and students' perception of LGBTQ+ community inclusivity in the learning environment (p>0.05, p=0.4612). With the insignificant result, the data signifies that students and teachers have an equal extent of perception of LGBTQ+ community inclusivity in the learning environment with means of 3.2 and 3.12, respectively. Conclusion: It was concluded that both students and teachers share a similar level of awareness and understanding of LGBTQ+ issues and the need for inclusivity in educational settings. Both students and teachers are likely to be supportive of LGBTQ+ individuals and to be aware of the challenges that they may face in the classroom and in broader society. Future studies must explore the factors that influence students' and teachers' attitudes toward LGBTQ+ inclusivity in educational settings through a qualitative approach and examine the impact of LGBTQ+ inclusive policies and practices on academic achievement and student well-being.