Portugal is one of the most egalarian untri Europe terms of lbian, gay, bisexual, transgenr, and tersex (LGBTI) dividuals’ legal rights. However, regardg tn Portugal still lacks specific polici, plans and terventns to protect LGBTI stunts. To asss the perceptns of self-intified LGBTI youth regardg their school ntext, a total of 663 participants (aged om 15 to 20 years old) filled an on-le qutnnaire about their school climate. One hundred and forty-six of them answered an open-end qutn about their personal experienc. A thematic analysis of the answers was nducted, and four ma tegori were intified: (i) victimizatn, (ii) g out experienc, (iii) support works, and (iv) mands. Most participants reported experienc of discrimatn, and several sourc of prejudice were intified. Furthermore, participants also regnized a lack of LGBTI rmatn school curriculum and ma several mands. Bis clive laws, we suggt that the safety and the well-beg of LGBTI youths Portugue schools pend upon others measur, such as teacher and school staff trag, curricula clive of LGBTI diversy, and lol strategi, such as Gay-Straight Allianc.
Contents:
- TOP 7 BT GAY BARS & CLUBS PORTUGAL
- “THE WORST PART WAS COMG BACK HOME AND FEELG LIKE CRYG”: EXPERIENC OF LBIAN, GAY, BISEXUAL AND TRANS STUNTS PORTUGUE SCHOOLS
- BULLYG AMONG LBIAN, GAY, BISEXUAL, AND TRANSGENR YOUTH
TOP 7 BT GAY BARS & CLUBS PORTUGAL
Portugal is known as one of the most LGBT-iendly untri the world. LGBT people have accs to a variety of rights such as gay marriage and adoptn. * bullying lgbt portugal *
A Organização Internacnal Jovens e Estudant LGBTQI (IGLYO) e o relatór monorização global da UNESCO, a agência da Organização das Naçõ Unidas (ONU) para a ção, ciência e cultura, divulgaram ta segunda-feira rultados um tudo segundo o qual mais oo em 10 psoas quiridas reportaram ter ouvido entárs negativos dirigidos a psoas por serem LGBTQI (Lésbis, Gays, Bissexuais, Transgénero, Queer, Intersexuais).
Although there are no “official” signated gay beach, there are a few nudist beach Portugal that are particularly popular wh the whole of the LGBT+ muny, such as Praia do Me (Simbra) and Praia da Bela Vista (between Costa da Capari and Fonte da Telha).
School is often a hostile environment for lbian, gay, bisexual, and transgenr (LGBT) youth (Earnshaw et al., 2016; Kosciw et al., 2016; Pizmony-Levy and Kosciw, 2016; Rsell and Fish, 2016; Toomey and Rsell, 2016; Day et al., 2018; Pizmony-Levy et al., 2019). Wh ltle more than two s of active lbian, gay, bisexual, transgenr, and tersex (LGBTI) movement, the last 15 years brought neverthels a signifint amount of chang the legal and social ntexts regardg sexual and genr diversy acknowledgment, awarens and rpect. However, a prev work about homophobic bullyg Portugue schools (Antón et al., 2012) revealed that psychologil vlence and victimizatn among LGBTI intified stunts are more prevalent boys; that aggrsive behavrs toward LGBTI stunts are generally unrvalued; that wnsed suatns lack terventn; and that there are signifint psychologil nsequenc for the victims of homophobic bullyg.
“THE WORST PART WAS COMG BACK HOME AND FEELG LIKE CRYG”: EXPERIENC OF LBIAN, GAY, BISEXUAL AND TRANS STUNTS PORTUGUE SCHOOLS
* bullying lgbt portugal *
(2015) found that havg equent experienc of nflict wh parents exacerbated the negative impact of discrimatn episos on adolcents’ mental health, Antón and Moleiro (2015) verified that parental support was a morator of the effects of homophobic bullyg on psychologil distrs. Homophobic and transphobic bullyg clu teasg, name llg and public ridicule, spreadg mors about one’s sexual orientatn or genr inty (also known as outg), timidatn, phg and htg, stealg or damagg belonggs, social isolatn, cyber bullyg (harassment through email, cell phon, text msag, famatory webs, and social media), physil or sexual asslt, and ath threats (UNESCO, 2012).
Boys are the ma victims of homophobic bullyg om earlier ag when pared to girls (Antón et al., 2012; UNESCO, 2012; Antón and Moleiro, 2015; Rodrigu et al., 2016) and negative attus and behavrs toward sexual mori and genr non-nformg persons are more prevalent among male than female stunts (Kimmel and Aronson, 2003; Costa and Davi, 2012; UNESCO, 2012; Santos et al., 2017). G., Gay-Straight Allianc) (Rsell et al., 2009; Poteat et al., 2013; Toomey and Rsell, 2013; Ioverno et al., 2016; Marx and Kettrey, 2016; Day et al., 2019) and wh teachers and classmat who are supportive (Kosciw et al., 2013, 2014). Furthermore, low levels of fay support are related wh lower levels of sexual inty tegratn among LGB youth, cludg ls disclosure, more ternalized homophobia, lower volvement LGBT muni (Rosar et al., 2008), and lower levels of school belongg (Watson et al., 2016).
In terms of sexual orientatn, 34 persons fed themselv as gay, 33 as lbians, 42 as bisexuals (of which 31 fed themselv as femal and 10 as mal), 17 as pansexuals, seven as queer, six as heterosexuals, three as qutng, two as misexuals, and two as asexuals.
BULLYG AMONG LBIAN, GAY, BISEXUAL, AND TRANSGENR YOUTH
Youth were eligible to participate the study if they were between the ag of 14 and 20, attend school Portugal durg the 2016–2017 school year, and intified themselv as lbian, gay, bisexual, or a sexual orientatn other than heterosexual; or scribed themselv as transgenr or as havg another genr inty other than cisgenr.
Th, the most reprented subtheme related to Verbal asslts: “Durg recs and if I was alone was mon to be lled gay” (Male, 19, gay, cisgenr); followed by Non-specified bullyg/discrimatn: “… my last five years of school (…) I was a nstant victim of bullyg…” (Male, 16, gay, cisgenr); Anticipatn of discrimatn: “If I e-out as gay to everybody, probably I would have to hear some sults as fag (…)” (Male, 15, gay, cisgenr); Isolatn: “There was a lot of prejudice, I lost all my «iends» [brackets the origal statement], my class put me asi pletely…” (Female, 19, lbian, cisgenr); and Outg: “Whout my permissn, a school janor (till this day I don’t know who) rmed my parents about my alleged sexual orientatn. The least mentned subthem related to physil vlence, namely physil asslts: “My lleagu ed to strangle my neck 7th gra bee I was gay” (Male, 16, gay, cisgenr); and sexual asslts: “I was a bench talkg wh my girliend and a slightly younger boy approached and stood still one meter away om wh the hand si his pants, as if he was touchg himself” (Female, 17, bisexual, cisgenr). Concerng the sub-tegory Agents of victimizatn, Teachers emerged as the most equent perpetrators of discrimatn: “My Portugue language teacher [male] was a homophobe and was nstantly makg [homophobic] remarks” (Female, 18, qutng, cisgenr).
School environment was mentned as many tim as School curriculum, School staff and Peers: “The school don’t have a very healthy environment terms of diversy” (Male, 15, gay, cisgenr) as agent of victimizatn, which is both nsistent wh ternatnal scholarship (Galliher et al., 2004; Pearson et al., 2007; Swearer et al., 2008; Birkett et al., 2009; Kosciw et al., 2013, 2014; Snapp et al., 2015; Gegenfurtner and Gebhardt, 2017; Day et al., 2018) and the suatn of LGBT youths Portugue schools (Lgbtqi Inclive Edutn Report, 2018). Concerng heterosexual boys who have a non-nformg genr exprsn, they are often perceived as homosexual or bisexual (Rodrigu et al., 2016) and are victims of prejudice and discrimatn: “Remarks such as «queer» and «girlie» are still ed to scribe slightly effemate behavrs of straight boys” (Female, 16, bisexual, cisgenr).