This article reports the rults of a three-year study focg on the experienc of a sample of lbian, gay, and bisexual (LGB) people the Uned Kgdom who were victimized by their peers at school. Data llected om 190 LGBs suggted that
Contents:
- REVIEWSEXUALY TN CLUDG LBIAN, GAY, BISEXUAL, AND TRANSGENR (LGBT) ISSU SCHOOLS
- LBIAN, GAY, BISEXUAL, TRANSGENR, QUEER/QUTNG (LGBTQ) PERCEPTNS AND HEALTH CARE EXPERIENC
- JOURNAL OF GAY & LBIAN ISSU EDUTN: AN TERNATNAL QUARTERLY VOTED TO REARCH, POLICY & PRACTICE
REVIEWSEXUALY TN CLUDG LBIAN, GAY, BISEXUAL, AND TRANSGENR (LGBT) ISSU SCHOOLS
Lbian, gay, bisexual, and transgenr (LGBT) people Sat Vcent and the Grenad face bias-motivated vlence and discrimatn their daily life, Human Rights Watch said a report released today. The legislature should repeal the untry’s lonial-era laws that crimalize nsensual same-sex nduct and pass prehensive civil legislatn prohibg discrimatn based on sexual orientatn and genr inty. The 58-page report, “‘They Can Harass Us Bee of the Laws’: Vlence and Discrimatn agast LGBT People Sat Vcent and the Grenad,” expos the physil and verbal asslts, fay vlence, homelsns, workplace harassment, bullyg, and sexual vlence that sexual and genr mori face unr the shadow of discrimatory laws. Those rponsible for mistreatment clu people close to LGBT people – fay members, neighbors, workers, classmat, and teachers – as well as strangers and police officers. * journal of gay & lesbian issues in education *
Rights and ntentAbstractShould children and adolcents be ted school about genr diversy, cludg lbian, gay, bisexual and transgenr (LGBT) issu? Specifilly, opponents argue that (a) children who learn about LGBT issu school will engage same-sex practic or even bee homosexual, bisexual, or trans* themselv; (b) schools force a particular view on children that stands ntrast to the heteronormative, relig, and/or polil views of parents; and (c) teachers act as role mols and change the sexual orientatn and genr inty of their stunts. Send, psychologil and soclogil rearch signals that heteronormativy, homosexualy non-acceptance, and negative attus toward LGBT people general are associated wh lower levels of tn and telligence as well as higher levels of relig belief and polil nservatism.
For at-risk sexual mory stunts who show genr nonnformg and genr atypil behavr, schools n create a safe climate and protect adolcent health if they succeed rcg homophobic and transphobic discrimatn, bullyg, peer victimizatn, and verbal, physil, and sexual abe.
Inclive sexualy tn is fed as tn that enpass all forms of human sexualy, cludg heterosexual, lbian, gay, bisexual, transgenr, tersexual, queer, non-bary, qutng, pansexual, polysexual, asexual, and many others. At the same time, ernment bodi face the ristance of other parents, relig groups, and polil parti who argue agast the cln of lbian, gay, bisexual, and transgenr (LGBT) issu school curricula (Bailey et al., 2016, Ponzetti, 2016). Typilly, the arguments of those who oppose the ia of clive sexualy tn schools are: (a) if children learn about LGBT topics school, then they will engage same-sex practic or even bee lbian, gay, bisexual, or transgenr themselv; (b) if children learn about LGBT topics school, then schools force a particular view on children that stands ntrast to the heteronormative, relig, and/or polil views of parents; and fally, (c) if children learn about LGBT topics school, then teachers act as role mols and will change the sexual orientatn and inty of their stunts.
LBIAN, GAY, BISEXUAL, TRANSGENR, QUEER/QUTNG (LGBTQ) PERCEPTNS AND HEALTH CARE EXPERIENC
David Stout review of the Journal of Gay & Lbian Issu Edutn: An ternatnal quarterly voted to rearch, policy & practice. Harrgton Park publitns. * journal of gay & lesbian issues in education *
81) stated, “showg that havg a homosexual teacher is unlikely to e schoolchildren to bee homosexual may be easier than nvcg some parents that even if did, they should not re”. More specifilly, is sometim argued that children will more likely practice homosexualy and tend to bee lbian, gay, bisexual, or transgenr if schools rm children about sexual diversy (Bton and Hart, 2001, Morrow, 1993). Behd this claim li the implic assumptn that sexual orientatn is a choice: People cid to be heterosexual, lbian, gay, Heteronormativy and bullyg schoolsA send argument agast clive sexualy tn schools relat to heteronormativy.
More specifilly, opponents sometim argue that teachers—once they openly discs LGBT issu their classrooms—might enurage stunts to practice homosexualy, bisexualy, or transgenrism; this enuragement will “turn them all gay” (Rof, 1999, p.
JOURNAL OF GAY & LBIAN ISSU EDUTN: AN TERNATNAL QUARTERLY VOTED TO REARCH, POLICY & PRACTICE
Available empiril evince nfirmed that school children will not suffer om participatn Referenc (114) et matters: Contextualizg the rol of relign and race for unrstandg Amerins' attus about homosexualySocial Science Rearch(2016)J. Athanas et a nsistent stance teachg for equy: Learng to advote for lbian- and gay-intified youthTeachg and Teacher Edutn(2003)A. Burri et geic factors among sexual orientatn, genr nonnformy, and number of sex partners female tws: Implitns for the evolutn of homosexualyJournal of Sexual Medice(2015)C.
Heterosexism and homophobia Sttish school sex tn: Explorg the nature of the problemJournal of Adolcence(2001)J. Homosexualy tolerance among male and female Vietname youth: An examatn of tradnal sexual valu, self-teem, and mographic/ntextual characteristicsJournal of Adolcent Health(2014)J. SchnabelGenr and homosexualy attus across relig groups om the 1970s to 2014: Siary, distctn, and adaptatnSocial Science Rearch(2016)T.