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Sexuality education including lesbian, gay, bisexual, and transgender (LGBT) issues in schools
Abstract
Should children and adolescents be educated in school about gender diversity, including lesbian, gay, bisexual and transgender (LGBT) issues? This is a question many governments and educational policymakers discuss in their process of reforming relationships and sex education. However, these reform plans face resistance from parents, religious groups, and political parties. Specifically, opponents argue that (a) children who learn about LGBT issues in school will engage in same-sex practices or even become homosexual, bisexual, or trans* themselves; (b) schools force a particular view on children that stands in contrast to the heteronormative, religious, and/or political views of parents; and (c) teachers act as role models and change the sexual orientation and gender identity of their students. This systematic literature review aims to offer evidenced-based answers to these arguments on the grounds of biological, sociological, psychological, and educational research. First, twin studies and genome scans in behavioral genetics research unveil strong biological roots of sexual orientation and identity that will not change through inclusive sexuality education. Second, psychological and sociological research signals that heteronormativity, homosexuality non-acceptance, and negative attitudes toward LGBT people in general are associated with lower levels of education and intelligence as well as higher levels of religious belief and political conservatism. For at-risk sexual minority students who show gender nonconforming and gender atypical behavior, schools can create a safe climate and protect adolescent health if they succeed in reducing homophobic and transphobic discrimination, bullying, peer victimization, and verbal, physical, and sexual abuse. Third, action research and ethnographic narratives in educational research tend to indicate that queer educators as role models in classrooms do not change the sexual orientation and gender identity of their pupils. In summary, based on this systematic review, governments and policy makers can expect that reforming the teaching of sex education to include LGBT issues in schools will have positive effects for heterosexual students and for students belonging to a sexual minority.
... School curricula are predominantly heteronormative, with little to no sexuality and gender diversity within learning materials, including sexual health education or pleasure (Ferfolja, 2013;Robinson & Davies, 2008). Despite research indicating that inclusive sexual education has overwhelmingly positive results for LGBTIQ+ students, sexual and gender diversity has been treated as a taboo, and current school curricula continue to undermine the importance of sexuality and gender in students' identity development (Biddulph, 2006;Ferfolja, 2013;Gegenfurtner & Gebhardt, 2017;Robinson & Davies, 2008). ...
... LGBTIQ+ discrimination in schools is also abundant, with experiences of homophobia and transphobia manifesting through physical and emotional abuse, exclusion, cyberbullying and gossip from peers (Jones, 2012;McKinnon et al., 2017). Interpersonal discrimination within schools has negative impacts on LGBTIQ+ students, such as depression, poor performance, disengagement from school, drug use as a coping mechanism and suicidal ideation (Ferfolja, 2015;Gegenfurtner & Gebhardt, 2017). ...
... (Workshop Participant 5) Prior research also indicates that LGBTIQ+ inclusive school curricula and policies have evident positive impacts. Inclusive learning materials not only benefit LGBTIQ+ students by providing them with relevant education, but also create a safer environment by normalising LGBTIQ+ presence and helping other students understand LGBTIQ+ perspectives (Day et al., 2019;Gegenfurtner & Gebhardt, 2017). The visibility reduces LGBTIQ+ victimisation and bullying, and helps LGBTIQ+ students in coming out to peers (Day et al., 2019). ...
Indigenous LGBTIQSB+ individuals occupy a unique intersection of identities that inform their lived experiences and the ways in which they navigate colonial settler educational institutions. Despite a considerable body of evidence demonstrating the importance of inclusion, educational policies in Australia remain outdated. These policies are frequently informed by a deficit approach that justifies the absence of Indigenous and gender/sexuality diverse content within school curricula. This further acts to shore up discriminatory practices and policies. Using interviews and workshops held with young Indigenous LGTBIQSB+ people, this article reports on the ways participants experienced educational institutional settings. First, participants reported on the kinds of policies and curriculum content that discriminated against and marginalised them, as well as highlighting some positive aspects of school and university. Participants also revealed the potentialities for Indigenous and LGBTIQSB+ inclusivity that could be facilitated within educational spaces. The article demonstrates the need for safer and more inclusive educational environments, which could be achieved through the decentring of settler knowledges and heteronormativity, transforming educational spaces at an institutional level to facilitate safety at interpersonal and collective levels.
... Las Bases Curriculares de Educación Parvularia en Chile reconocen el valor de la familia como primer agente educador (Ministerio de Educación [Mineduc], 2018), lo que implica desarrollar una labor educativa conjunta y coherente entre centros educativos y familias para cuestionar el orden hegemónico respecto del género. Este aspecto, que se ha estudiado en niveles escolares primario y secundario, no ha recibido mayor atención en educación parvularia (Gegenfurtner y Gebhardt, 2017;Keogh et al., 2020;Rodríguez et al., 2021). ...
... Este enfoque asume que las infancias son capaces de comprender y participar activamente en el proceso de construcción y reconstrucción de su género (Adriany, 2019;Blaise y Pacini-Ketchabaw, 2019). Esta conceptualización subyace a la perspectiva de la educación sexual integral (esi), que incorpora el género dentro de la definición de sexualidad y propone su inclusión en el currículum desde temprana edad (Gegenfurtner y Gebhardt, 2017;Keogh et al., 2020;Unesco, 2018). ...
... Asumir esta perspectiva implicaría transitar desde enfoques biológicos y reproductivos (Dessel et al., 2017;Gegenfurtner y Gebhardt, 2017) hacia una conceptualización de la sexualidad amplia (Keogh et al., 2020). El género es una dimensión de la esi orientada a cuestionar las normas que provocan desigualdades y a generar conciencia sobre las diversidades, relaciones respetuosas y empatía. ...
En la actualidad, a pesar de los impulsos por disminuir las brechas de género, desde la política pública y la sociedad civil, aún existen espacios donde las representaciones y expectativas sociales sobre roles y estereotipos limitan los cambios culturales. Tal es el caso de las instituciones de educación para la Primera Infancia, las cuales constituyen un espacio formativo altamente feminizado, cuyas perspectivas sobre la educación en género no han sido usualmente objeto de estudio ni de cuestionamiento. Este artículo de investigación tiene por objetivo comprender las representaciones sociales de género que expresan educadoras de párvulos chilenas, así como sus percepciones sobre el abordaje educativo de esta temática. Para ello se realizó una investigación cualitativa descriptiva/comprensiva basada en entrevistas semiestructuradas a seis educadoras. Los resultados muestran la existencia de cuatro representaciones de género de las educadoras, las cuales cuestionan los roles tradicionales y la inequidad de género, no obstante, sólo en un caso se critica el sistema sexo/género binario. Adicionalmente, se describen los modos en que las educadoras declaran abordar la perspectiva de género en sus prácticas docentes, incluyendo las estrategias usadas en el aula, la implementación del currículum y la relación con las familias. Finalmente, se discute en torno a los avances en el cuestionamiento de las inequidades de género y a los desafíos que prevalecen tanto en la práctica educativa como en las políticas públicas.
... Esta forma de comprender la EIS es una tendencia reciente que incorpora temas como derechos humanos, relaciones interpersonales saludables, igualdad de género, no discriminación, violencia de género, abuso sexual, matrimonio forzado, mutilación/ablación genital femenina, entre otros. Hasta ahora había predominado un enfoque restringido dirigido a la salud física y reproductiva, a la prevención de embarazos no deseados y de enfermedades de trasmisión sexual (Gegenfurtner y Gebhardt, 2017). ...
... Es habitual que no exista una convergencia entre el diseño de una política y su implementación; no obstante, en materia de educación sexual existen factores específicos que afectan este proceso. Por ejemplo, en algunos contextos, las organizaciones religiosas y las familias se resisten a la enseñanza de estos contenidos por ser considerados tabú y/o por temor a que el hecho de hablarlos explícitamente incentive la actividad sexual precoz o las orientaciones sexuales que no se enmarcan en la heteronormatividad (Gegenfurtner y Gebhardt, 2017;Keogh et al., 2020). ...
... Existe evidencia sobre las tensiones en la relación familia-escuela desde un punto de vista general. Además, existen trabajos que abordan el involucramiento de las familias y los efectos de las creencias de las y los docentes en la educación sexual (Dessel et al., 2017;Dubet y Martuccelli, 1996;Gegenfurtner y Gebhardt, 2017;Keogh et al., 2020;Mpondo et al., 2018;Rodríguez et al., 2021). No obstante, son escasos los análisis que integran estos aspectos. ...
El profesorado cumple un papel central en la educación sexual integral y muchas veces no tiene la formación necesaria. Adicionalmente, quienes ejercen la docencia se enfrentan a cuestionar sus concepciones sobre la sexualidad y a superar las tensiones con las familias de sus estudiantes. Esta investigación aborda las representaciones sociales de docentes chilenos/as sobre su rol, el de la escuela y la familia en materia de educación sexual. Con una metodología cualitativa, se realizaron entrevistas a 18 docentes pertenecientes a escuelas con características sociodemográficas diferentes. Mediante análisis estructural del discurso fue posible describir las representaciones sobre tres tópicos: el rol de la escuela y la familia en educación sexual; los tipos de educación sexual en función de la relación familia-escuela; y el rol y la formación docente en educación sexual. En la discusión final se interpretan estos resultados y se realizan proyecciones para la investigación y política educativa.
... Another focus of attention is formal sexual education, which has been noted to be primarily based on cisheteronormative practices that deviate from LGBTIQA+ realities and experiences (Gegenfurtner and Gebhardt, 2017;Naser et al., 2022). Evidence shows that education on sexual-affective diversity improves the school climate and accelerates the integration of different sexual-affective and gender identities, while reducing negative behaviours such as insulting and harassing LGBTIQA+ individuals (e.g., Baams et al., 2017;McGlashan and Fitzpatrick, 2017). ...
... Research on the effectiveness of including the LGBTIQA+ perspective in education programmes is generally still scarce, and the matter needs to be explored in much greater depth (Day et al., 2019;Gegenfurtner and Gebhardt, 2017;Naser et al., 2022;Phillippi et al., 2021;Soule, 2017). Considering the potential for the utilisation of audiovisual representations in education programmes (e.g., Chen et al., 2023;Parsemain, 2019), this study explores the extent to which stereotypical gay male representations can inform formal programmes and the need for formal education in school settings on gender and sexual orientation. ...
There is a current interest in implementing education programmes to reduce prejudice towards gay individuals. This study investigates how adolescents recognise gay stereotypes in characters and how video-on-demand series could be utilised to reduce bias in Spain and Mexico. Six focus groups (Spain: (1) gay, (2) heterosexual, (3) LBTQ+; Mexico: (4) gay, (5) heterosexual, (6) LBTQ+) are used to explore the main stereotypes, to analyse how they are perceived in serialised fiction and to investigate their potential use in education programmes. The thematic analysis reveals that the primary stereotypes identified by young Mexicans and Spaniards are associated with femininity and perversion, as well as the belief that the main factors that encourage these stereotypes are religion and politics. LBTQ+ participants are also more critical of the depictions than heterosexuals. Education programmes should not only target young people but also engage the individuals and institutions that are close to them.
... LGBT melalui media sosial instagram @ragilmahardika peneliti menyajikan tiga data yang diambil dari postingan instagram ragil mahardika. Datanya sebagai berikut (Gegenfurtner & Gebhardt, 2017) : ...
... Dengan relasi kebersamaannya dengan suaminya yang sesama seorang pria dapat diartikan ragil merupakan seorang gay. Dapat diidentiaskan bahwa seorang gay merupakan orang yang memiliki hasrat atau kesukaannya kepada sesama jenis (Gegenfurtner & Gebhardt, 2017). ...
Penelitian ini menerapkan analisis wacana kritis Norman Fairclough untuk meneliti advokasi LGBT yang dilakukan oleh Ragil Mahardika melalui akun Instagramnya, khususnya dalam konteks Indonesia di mana isu LGBT masih sangat kontroversial dan umumnya ditolak oleh masyarakat. Menggunakan metode deskriptif kualitatif, penelitian ini mengeksplorasi dimensi teks, praktik produksi, dan praktik sosial dari teori Fairclough untuk memahami representasi, hubungan, dan identitas yang dibangun oleh postingan Mahardika. Temuan menunjukkan bahwa Mahardika menggunakan platformnya untuk menantang norma sosial dan terlibat dalam kritik budaya, sering kali menghadapi oposisi signifikan dari netizen. Studi ini menyoroti ideologi tersembunyi dalam teks-teks ini, menekankan implikasi sosial dari advokasi LGBT digital dan reaksi budaya serta institusional yang lebih luas yang dipicu olehnya. Hasilnya menunjukkan kebutuhan akan pendidikan publik yang lebih besar mengenai kompleksitas isu LGBT dan potensi dampak negatif dari advokasi semacam itu di media sosial.
... Foy and Hodge (2016) and Stucky et al. (2020) found higher levels of prejudice among heterosexual teachers compared to homosexual teachers, while Hall and Rodgers (2019) reported that sexual orientation did not significantly predict LGBTQ teacher attitudes. Studies generally affirm that LGBTQIA+ community members share similar experiences of stigma and prejudice (Casey et al., 2019;Gegenfurtner & Gebhardt, 2017). Additionally, heterosexual individuals, in contrast to LGBT people, tend to feel a stronger need to uphold traditional gender roles, linked to more negative attitudes toward lesbian, gay, and bisexual individuals (Herek & McLemore, 2013). ...
... These findings contribute to the understanding of the complex interplay between sexual orientation, attitudes toward homosexuality, and the broader social and cultural context within educational settings. They emphasize the need for inclusive practices and support systems to create environments where all individuals, regardless of sexual orientation or gender identity, feel respected and valued (Herek & McLemore, 2013;Casey et al., 2019;Gegenfurtner & Gebhardt, 2017). ...
This study investigates educators' attitudes toward homosexuality and its implications for fostering inclusivity within educational environments. Key objectives include profiling respondents based on age, sexual orientation, religion, and educational attainment, exploring predominant attitudes of teachers toward homosexuality, assessing differences in attitudes across demographic groups, and examining correlations between attitudes and demographic profiles. A descriptive-correlational design was employed with a survey administered online to 89 secondary school teachers as data collection technique. The statistical analysis involved frequency and percent distributions, weighted means, standard deviation, One-Way ANOVA, and Pearson Product Moment Correlation. The results revealed that the largest age group was 31-40 years old (32.6%), with 50.6% identifying as heterosexual females, 25.8% are homosexuals, and 23.6% as heterosexual males. Majority were Roman Catholic (75.3%) and held a bachelor's degree (67.4%). Generally, attitudes towards homosexuality were positive, with mean scores ranging from 3.62 to 4.10, but there were also instances of disagreement or neutrality (mean scores of 2.43 to 2.81), indicating a mix of acceptance and hesitation. Negative attitudes were generally less common, reflecting wider trends of increased acceptance and tolerance (mean scores of 1.85 to 3.48). Homosexuals had distinct attitudes compared to heterosexual males (p=.000, .008) in both positive and negative aspects, while heterosexual females differed from homosexuals only in positive attitudes (p=.008). Among the demographic profiles, only the teachers' sexual orientation showed significant relationship with their positive attitudes (F=9.837, p=.000) and negative attitudes (F=4.945, p=.009) toward homosexuality. The study emphasizes the importance of understanding attitudes towards homosexuality in educational environments and offers insights for promoting inclusivity.
... El desarrollo de actitudes positivas hacia la diversidad sexual entre el profesorado se considera un aspecto clave para la creación de un entorno escolar en el que el alumnado transexual pueda sentirse seguro (Gegenfurtner, 2017; González-Mendiondo y Moyano, 2023). Los estudios referidos a las actitudes del profesorado, señalan la importancia de la formación específica sobre diversidad sexual (Gegenfurtner, 2021;Scandurra et al., 2017), subrayando que el desconocimiento sobre la transexualidad representa un factor influyente en el desarrollo de actitudes discriminatorias (Rodríguez y García, 2022). ...
... El papel del profesorado, especialmente sus creencias, resulta clave, ya que éstas pueden derivar en la consolidación de modelos moralistas y de riesgo (Reyes y Dreibelbis, 2020) con una visión restringida de la sexualidad (Díaz de Greñu y Martínez, 2017). Por ello es necesario destacar la importancia de la formación del profesorado para el correcto abordaje escolar de la transexualidad (Gegenfurtner, 2017;Ozamiz-Etxebarria, 2020;Scandurra et al., 2017). Por otro lado, en cuanto al papel del grupo de iguales, existen diferentes experiencias que van desde el acoso hasta el acompañamiento. ...
... Foy and Hodge (2016) and Stucky et al. (2020) reported higher levels of prejudice among heterosexual teachers than homosexual teachers, while Hall and Rodgers (2019) reported that sexual orientation was a nonsignificant predictor of LGBQ teacher attitudes. Research tends to confirm that members of the LGBTQIA+ community share similar biographical experiences of stigma and prejudice (Casey et al., 2019;Gegenfurtner, 2021;Gegenfurtner & Gebhardt, 2017;Lopes & Jaspal, in press). Furthermore, heterosexual compared to LGB people show a greater need to reaffirm their masculinity and their conformity to traditional gender roles, which is associated with more negative attitudes toward lesbian, gay, and bisexual people (Herek, 2002;Herek & McLemore, 2013). ...
... In terms of teacher education, Study 1 demonstrates the importance of improving the attitudes of the heterosexual male population in teacher education programs, as they seem to consistently have lower scores than female pre-service teachers. Possible avenues for attitude changeor at least positive attitude formation-among this population include promoting social contact with lesbian, gay, and bisexual individuals in teacher education seminars; inviting LGBTQIA + experts to share their stories and experiences; reading LGBTQIA + literature; and listening to student coming-out narratives (Bartoş et al., 2014;Dessel, 2010;Gato et al., 2020;Gegenfurtner & Gebhardt, 2017). In terms of teacher professionalism, both studies indicate how social contact is related to attitudes toward sexual minority students. ...
This article presents two studies that tested the predictive validity of intergroup contact theory and secondary transfer effects related to pre-service teacher attitudes toward sexual minority youth in classrooms. Multiple regression of feeling thermometer scores in Study 1 ( N = 989) suggested that more favorable attitudes are present among younger, female, bisexual or homosexual, less religious, politically left-wing pre-service teachers with lesbian, gay, and bisexual contacts. Associations with family membership and hometown size were nonsignificant. Analyses of variance in Study 2 ( N = 406) showed statistically significant secondary transfer effects. For instance, teacher candidates with no lesbian women contacts showed less sexual prejudice toward lesbian students if they were in social contact with gay men and bisexual people. Implications for teacher education, teacher professionalism, and the need to create safe spaces in school for LGBTQIA+ students are discussed.
... Educational settings (school, higher school or university) attract a considerable amount of research on LGBT harassment. Several empirical studies in the USA and abroad suggest that young people of this community have significantly higher rates than their heterosexual and cisgender peers in educational contexts (27,(30)(31)(32)(33)(34) (14) and also close to 49% in Spanish schools on a daily and frequent base (36). Many LGBT people are harassed by their classmates (86.3%), especially in spaces unmonitored by teachers (33,35). ...
... In a heteronormative society, being socially perceived as deviant from the traditional social roles of masculinity and femininity and gender stereotypes is cause for rejection and punishment (14,23). Skipping school, poor academic performance, worse health, symptoms of depression and anxiety were some of the negative consequences of harassment at school (30,34,41,52). In family contexts, a negative parental response also contributes to depression, while extreme family conflicts can lead to some LGBT youths becoming homeless (53,54). ...
Lesbian, Gay, Bisexual and Transgender (LGBT) harassment disparities have become a public health issue due to discrimination and the effects on these people's health and wellbeing. The purpose was to compare harassment disparities within the Spanish adult LGBT population according to age, gender identity, sexual orientation and the context of perpetration and to describe the harassment risk profile. A sample of 1,051 LGBT adults participated in a cross-sectional study. Frequencies, percentages and Chi-square tests of independence for stablishing significant differences (p < 0.05) were calculated. The corrected standardized residuals allowed to identify the categories in which significant differences emerged. Binomial logistic regression was used to define the probability of the main LGBT groups of suffering harassment. Results show that 54.4% of the participants had experienced harassment. Young adults presented a higher prevalence than the older group. There were significant harassment differences between transgender (67.2%) and cisgender (52.7%) groups, and also between the subgroup of trans women (75.8%) and the subgroups of cis men (60.2%) and cis women (42.9%). The main disparities according to sexual orientation emerged between lesbian trans and the other LGB groups. Most harassment occurred in educational contexts and public spaces. Trans-women and trans non-binary reported a higher rate of harassment than cis LGB persons in all contexts. Trans people with different orientations (especially lesbian and gay trans) differed in harassment from LGB cis in four of the six contexts analyzed. Harassment is likely to diminish between 2 and 3% each year as LGBTs get older in educational contexts and public spaces but increases 1.07 times in the workplace. Trans women, trans non-binary, lesbian cis and trans-men were more likely to suffer harassment than bisexual cis persons. Trans women present the highest risk of harassment in three contexts (workplace, family and public spaces) and trans non-binary in the other three contexts (education, health and sport). Harassment is a serious problem for LGBT adults in Spain, especially among trans people, which differ in characteristics from those of the sexual minorities mainstream. Programs and policies targeted for improving health should therefore consider the differences that came to light in this study.
... Thus, addressing sexual prejudice should reduce hostile sexism over time. Such results are particularly crucial given the current debate on LGB+ education in schools and the conservative agenda to censor discussions of sexuality (Gegenfurtner & Gebhardt, 2017). Whereas conservatives argue that LGB+ education only benefits a minority of society (Bateman, 2019), our results indicate that increased education and discussion on progressive LGB+ policies and rights will help mitigate the negative intergroup (e.g., workplace opportunities; Masser & Abrams, 2004) and interpersonal (e.g., intimate partner aggression; Overall et al., 2021) outcomes of sexism. ...
Although many Western democracies have made important strides towards egalitarianism in recent years, members of the LGB+ community continue to endure sustained animus. Yet, little empirical work has examined the ideologies that promote sexual prejudice in the 21st century. We address this oversight by positing that hostile sexism temporally precedes increases in sexual prejudice for both men and women. Accordingly, we use nine annual waves (2014-2023) of longitudinal panel data from a nationwide random sample of New Zealand adults to examine the within-person cross-lagged associations between ambivalent sexism and sexual prejudice across heterosexual men (n = 22,751) and women (n = 38,004). As hypothesized, hostile sexism (but not benevolent sexism) predicted within-person increases in sexual prejudice for both heterosexual men and heterosexual women over time. These results replicated across ethnic majority men and women, ethnic minority men (but not women), and LGB+ men (but not women), as well as when adjusting for participants’ age. Together, these results demonstrate that the pernicious effects of hostile sexism extend beyond women’s rights and highlight the importance of addressing sexism to foster broader egalitarian ideals over time.
Keywords: sexual prejudice, ambivalent sexism, LGB+, longitudinal analysis
... Research has shown that a lack of representation of LGBTQþ identities in public schools leads to increased social stigma and the promotion of harmful stereotypes (SIECUS, 2015). In turn, this leads to higher rates of bullying and peer victimization toward LGBTQþ students (Gegenfurtner & Gebhardt, 2017;Snapp et al., 2015). Heteronormative sexuality education has been linked to depression and suicidal ideation among ...
... 1 Introduction practitioners to systematically incorporate knowledge and evidence-based practices to enable them to become culturally and clinically skilled in working with LGBTQ+ and TGNC youth and their families (Grossman et al., 2016;Gegenfurtner and Gebhardt, 2017;Phelan et al., 2017). ...
Despite improvements in the awareness and acceptance of lesbian, gay, bisexual, transgender, queer, and other sexual and gender diverse (LGBTQ+) individuals, the LGBTQ+ community continues to experience discrimination, which can result in adverse health outcomes. In particular, LGBTQ+ youth have an increased risk of experiencing depression, substance abuse, and suicide. Societal stigma and rejection, bullying, and familial disapproval all contribute to these health disparities. In recognition of these inequities, an interprofessional team of biomedical faculty members, staff, and trainees from the Louisiana State University Health Science Center (LSUHSC) in New Orleans developed the needs-assessment evaluation, the Gender and Sexual Minority Youth Outreach Survey (GSMYO) for high school students. Health science centers have access to resources and experienced personnel who can provide support and education to high school students, teachers, and administrative staff. However, it is important to first determine the high schools’ specific needs, attitudes towards LGBTQ+ acceptance, and their current resources. Faculty, staff, and trainees from the LSUHSC Science Youth Initiative (SYI) and the LSUHSC LGBTQ+ Organization, Tiger Pride, administered the short, anonymous survey to adolescents attending Southeast Louisiana high schools. English Language Learner (ELL) students received the survey in Spanish. Results from the GSMYO needs-assessment survey are presented. Other health science centers may adapt the presented survey to develop needs-based LGBTQ+ high school programs to address the educational and health inequities in their own communities, regardless of location or demographic region.
... On one hand, parents, youth and community organisations, and political parties are lobbying for schools to be LGBT+ inclusive (Payne & Smith, 2018). On the other, there is resistance from other parents, religious groups, and political parties who argue against the LGBT+ issues in school curricula (Gegenfurtner & Gebhardt, 2017;Nash & Browne, 2021). ...
This paper challenges the idea that schools can sufficiently address LGBT+ inequalities and makes a case for schools to forge alliances with non-governmental actors who provide advocacy and support. It draws on in-depth interviews with educational staff and NGO queer and trans activists to explore their agendas in responding to cisheteronormativity in schools. The paper argues that teachers and NGO interactions are underpinned by an ambivalent logic whereby the advocacy and support work by NGOs in schools is viewed as "matter out of place" on the one hand and as work that ultimately matters on the other.
... In cultures driven by homophobia and heteronormativity, students who identify as or are perceived to be in the queer community are at a higher risk of victimization and harassment (Aguirre et al., 2021;Barnett et al., 2018;Kosciw et al., 2013;Myers et al., 2020). Homophobic harassment and victimization can have detrimental impacts on students' mental and physical health, academic outcomes, and motivation (Kosciw et al., 2022; see also: Kosciw et al., 2013;Gegenfurtner & Gebhardt, 2017;Ward & Schneider, 2009). Specifically, students who experienced higher levels of victimization based on their sexual orientation, gender expression, or gender identity had lower self-esteem and higher levels of depression (Kosciw et al., 2022). ...
Heterosexism, the belief that heterosexual identities are superior to homosexual identities, is deeply embedded in educational institutions, including school-based agricultural education (SBAE). Negligible research exists developing impactful practices for queer students in SBAE programs. This study sought to describe the attitudes of post-secondary agricultural education students toward lesbian and gay identities to identify potential barriers to the inclusion of queer students in SBAE. A total of 119 students from 21 higher education institutions across 12 states completed the Multidimensional Scale of Attitudes Toward Lesbians and Gay Men. The questionnaire evaluated attitudes related to rejection of proximity, pathologizing of homosexuality, modern heterosexism, and support. Findings from this study reveal students are relatively supportive of lesbian and gay individuals, but do not challenge heterosexist beliefs. Recommendations include further qualitative and intersectional investigations, greater curricular inclusion of queer experiences, and providing opportunities to challenge homophobic and heterosexist group norms.
... Therefore, there are multiple opportunities to reduce minority stress for gay and bisexual men in Germany. On a structural level, these opportunities include the change of laws, e.g., the protection of sexual orientation or identity in the Constitution (Grundgesetz), the inclusion of queer topics in sexual education in schools (see Gegenfurtner & Gebhardt, 2017), and an adequate media representation of queer people (e.g., Madžarević & Soto-Sanfiel, 2018). On the institutional and organizational levels, guidelines for interacting with each other, anti-discrimination offices, and diversity policies are possible ways to reduce minority stress (see Frohn et al., 2017;Thies & Hackbart, 2021). ...
The health and wellbeing of queer people, including gay and bisexual men, are worse than those of endosex, cisgender, and heterosexual individuals on average. The minority stress model states that stress resulting from experiencing discrimination (distal minority stress) as well as feared discrimination and internalized stigma (proximal minority stress) is responsible for poorer health and wellbeing in marginalized groups. There are international studies supporting Meyer’s model, but only few studies focus on Germany. We analyzed the data for endosex-cisgender gay and bisexual men (N = 6404, N = 2278 sample without missing data) from the “How are you?”-study. To test the assumptions of the minority stress model, path analyses were performed. For differences between bisexual and gay men, t-tests and multigroup analyses were calculated. Our findings show that gay and bisexual men in Germany experience low stigmas (enacted stigma, felt stigma, and internalized stigma), that still relates to health (subjective health, physical health, and mental health), mostly with small effect sizes. Furthermore, differences in levels of enacted stigma, internalized stigma, and the relationship between wellbeing and health among gay and bisexual men were identified. Of the four resources that we examined (social embeddedness, community connectedness, educational level, and income), social embeddedness was shown to be the most important for health. The results are discussed in relation to differences between gay and bisexual men and in relation to anti-discrimination as a strategy for health promotion.
... Further, teachers can also serve as role models, aiding character formation and teaching virtues such as honesty, fairness, and respect (Lumpkin, 2008). In another light, and hypothetically, experiencing non-heterosexual (queer) teachers as positive role models may positively influence all students' acceptance of different sexual orientations and, at the same time, LGBT students' gender identity (Gegenfurtner & Gebhardt, 2017). To make schools safer for LGBT students, professional development gives teachers important tools to support and protect this minority group (Russell et al., 2021). ...
Lesbian, gay, and bisexual (LGB) students face victimization in multiple contexts, including the educational context. Here, teachers can serve as an important resource for LGB students. However, teachers who are prejudiced against students from sexual minorities might not be able to fulfill this role. Accordingly, it is important to find out more about teachers' attitudes and their correlates, as such information can provide starting points for sensitization interventions in teacher education programs, which have the potential to improve the situation of LGB students in the school setting. In the present preregistered questionnaire study, we investigated the attitudes of 138 preservice teachers from the University of Luxembourg toward LGB students and tried to identify predictors of teachers’ attitudes. Results suggested that Luxembourgish preservice teachers hold mostly positive attitudes toward LGB students. Using correlation and multiple regression analyses, we identified the frequency of participants’ contact with LGB people in family or friend networks, hypergendering tendencies, sexual orientation, and religiosity as reliable predictors of attitudes toward LGB students. Age, gender, and right-wing conservatism did not reliably predict preservice teachers’ attitudes in the regression models. Our findings thus offer support for intergroup contact theory and have implications for teacher education in Luxembourg.
... Para lograrlo se sirven de los elementos que tienen a su alcance: colores, juegos, disfraces, superhéroes y princesas, corte de pelo, etc., para dejar claro cuál es la categoría en la que los demás deben incluirles. Obviamente, como corresponde a la infancia, estos indicadores son estereotipados e inmaduros(Landarroitajauregui, 2018).En ambos casos, tanto para quienes expresan que su sexo no es el que les fue asignado al nacer como para quienes sólo expresan disconformidad con los roles impuestos, estas expresiones de género no adaptadas a lo que se espera de ellos serán fuente de discriminación y rechazo en su entorno y, en consecuencia, generan malestar(Gegenfurtner y Gebhardt, 2017;Kattari et al., 2016), aunque, como ya se ha señalado, ambas experiencias sean cualitativamente distintas y sea importante distinguirlas.Pese a estas evidencias, no son pocos quienes desde el ámbito de la Psiquiatría y la Psicología siguen considerando, como señalanAsenjo et al. (2015), que al ser un sujeto en desarrollo todo aquello en lo que está inmerso el niño o la niña es cambiante, inestable o inmaduro y que en la primera infancia aún no se ha interiorizado la propia identidad sexual, que según estas teorías se haría estable en torno a los ocho años de edad y se consolidaría en la pubertad(Zaro, 1999).Consideramos que tras esta hipótesis se esconde una confusión entre identidad y autopercepción. La identidad sexual evoluciona a lo largo de toda la vida, por lo que nunca es estable. ...
... Educators interviewed and surveyed often stated that it was challenging to find available resources that used inclusive language and depicted diverse families (e.g., same-sex couples). Only few studies to date (e.g., Gegenfurtner & Gebhardt, 2017;Hermann-Wilmarth & Ryan, 2015;Pearce & Cumming-Potvin, 2017) have examined how LGBTQ-affirmative content can be infused into specific areas of the curriculum; two of the aforementioned studies focus on the language arts classroom, and none of them discuss specific strategies from the Catholic school perspective. Therefore, the present study highlights a gap in the literature with regard to how educators can infuse LGBTQ-affirmative content into a variety of school subjects, and with the added constrictions of Catholic school doctrine. ...
Educators can play a critical role in buffering LGBTQ youth from potential victimization. As such, the present study explored the following questions: 1) What are the roles of educators (i.e., teachers, school administrators) with respect to promoting and creating safe and inclusive spaces for LGBTQ youth; 2) what unique contributions can educators make in nurturing those spaces; and, 3) what barriers do educators face in creating safe and inclusive spaces for LGBTQ youth? This study used a convergent parallel design mixed-methods approach. Descriptive statistics were gathered from survey results; the interview data was analyzed using thematic analysis in order to generate themes relevant to the research questions. Discussion focuses on the roles of educators and the barriers with respect to providing safe and inclusive spaces for LGBTQ youth. The paper concludes with empirical and practical implications of the study. Key words: LGBTQ, teachers, administrators, support, advocacy Les professionnels de l’éducation peuvent jouer un rôle essentiel en protégeant les jeunes LGBTQ d'une victimisation potentielle. Ainsi, la présente étude s'est penchée sur les questions suivantes : 1) Quels sont les rôles des professionnels de l’éducation (c'est-à-dire des enseignants et des administrateurs scolaires) en ce qui concerne la promotion et la création d'espaces sûrs et inclusifs pour les jeunes LGBTQ ? 2) Quelles contributions uniques les professionnels de l’éducation peuvent-ils apporter à la création de ces espaces ? 3) Quels obstacles les professionnels de l’éducation rencontrent-ils dans la création d'espaces sûrs et inclusifs pour les jeunes LGBTQ ? Cette étude a utilisé une approche mixte de méthodes convergentes et parallèles. Des statistiques descriptives ont été recueillies à partir des résultats de l'enquête ; les données des entretiens ont été analysées à l'aide d'une analyse thématique afin de générer des thèmes pertinents pour les questions de recherche. La discussion porte sur les rôles des professionnels de l’éducation et les obstacles à la création d'espaces sûrs et inclusifs pour les jeunes LGBTQ. L'article se termine en présentant les implications empiriques et pratiques de l'étude. Mots cles: LGBTQ, enseignants, administrateurs, soutien, plaidoyer
... Sexuality education courses have increasingly added LGBTQ 1 themes to their curricula in many European countries (European Commission 2020), resulting in what is called inclusive sexuality education. This seeks to reduce homophobic and transphobic prejudice and improve the well-being of LGBTQ children and adolescents (Gegenfurtner and Gebhardt 2017). However, inclusive sexuality education -and, for that matter, sexuality education as a whole -remains a sensitive issue. ...
In June 2021, a member of the Belgian conservative political party (N-VA) sparked online controversy regarding inclusive sexuality education by criticising the Genderbread Person, an educational tool used to explain gender identity and sexual orientation. This study analyses the notion of childhood innocence in online debate about the Genderbread Person utilising a mixed-methods approach. Using the framework of anti-genderism and heteroactivism, it analyses resistance against and the support for informing children about gender and sexual diversity. Based on 673 tweets, the study identifies who features in this debate, which positions are articulated, and which discursive themes (de)legitimise inclusive sexuality education. Using qualitative analysis, we identify four discursive themes against and three in favour of inclusive sexuality education based on how children are represented in this online discussion. Our quantitative analysis indicates that social media debate is primarily supportive of inclusive sexuality education. However, the findings suggest anti-gender beliefs are beginning to find their way into Belgian online debate.
... This is supported by a 2015 survey of 1232 gay and straight adolescent students in the USA which found that inclusive SBSHE was associated with a higher perception of safety and lower levels of harassment (Snapp et al., 2015). Another study has also demonstrated that this approach reduces homophobic and transphobic bullying (Gegenfurtner & Gebhardt, 2017). ...
Adolescents are particularly vulnerable to poor sexual health outcomes such as sexually transmitted diseases, sexually transmitted infections, human immunodeficiency virus, and unintended pregnancy. While school-based sexual health education (SBSHE) can address adolescents’ needs, they are often insufficient. Hence, their perception of SBSHE should be explored to improve current education. This review aims to consolidate the available evidence on perceptions, experiences, and needs of adolescents about SBSHE. Six electronic databases were searched from their inception date till June 2022. The included studies were assessed using the method of the Critical Appraisal Skills Program tool, and findings were meta-synthesized using Sandelowski and Barroso (2007). This review was registered via the International Prospective Register of Systematic Reviews. Overall, 51 studies were included, and three themes were identified: (1) teachings of SBSHE and its impact, (2) adolescents’ preferred approach to SBSHE, and (3) importance of engaging and safe SBSHE. In conclusion, adolescents had mixed reactions toward SBSHE. They expressed the need for inclusivity (gender identity and racial, ethnic, and cultural groups). Having a “safe space,” well-trained educators, and interactive approaches were important and hence should also be considered. More qualitative studies from different geographical regions are needed. Diverse topics (e.g., mutual consent, sexual abuse, and violence) should also be discussed. The use of multiple educators (e.g., schoolteachers, specialist teachers, and peers) should also be deliberated in future SBSHE research. Findings from this review should be triangulated by evaluating the perceptions of various stakeholders (e.g., educators, adolescents, and SBSHE administrators).
... Човешката сексуалност и полова идентичност са устойчиви характеристики със здрава биологична основа и не подлежат на промяна в следствие влиянието на външни фактори, излагане на определен тип информация, възпитание и убеждаване. Разпространението на хомофобията и нетолерантността към нехетеросексуалните и нецисджендър хора се свързват с по-ниски нива на интелигентост и образованост, както и с по-силни консервативни и религиозни убеждения (Gegenfurtner, Gebhardt 2017). ...
The article examines the first children’s book by a Bulgarian author in which same-sex couples can be recognized. The book, published in 2020, is examined within the context of Bulgarian society and within its media reception. It is positioned within the queer literature for children and within research on educational uses of LGBT+ inclusive books for young readers.
... Despite the impact of healthy CSE on adolescent health, there are still controversies over how and why in schools (Berdychowski, 2017). On the other hand, the use of CSE programs designed by other countries conflicts with Iranian culture and values (Gegenfurtner & Gebhardt, 2017;Sherwin et al., 2022). Unfortunately, the issue of CSE has not been officially addressed in Iranian society. ...
Sexually active adolescents tend to have a wider range of psychosocial problems, including depression, anger, poor academic achievement, low self-esteem, and substance use. Developing a high-quality and curriculum-based comprehensive sexuality education (CSE) program is of great importance for adolescents following Iranian culture. Due to the lack of such an educational program, the purpose of this study was to investigate the effectiveness of psycho-religious CSE upon anger and depression of Iranian female adolescents, as well as the relationship of quality family relationships and birth order. The research design is quasi-experimental with pre-test and post-test with experimental and control groups. The statistical population of this study comprised all Iranian female adolescents aged 15 to 18 years in Mashhad who participated in this workshop voluntarily. For data collection, the Child and Adolescent Depression Inventory and Spielberger’s State-Trait Anger Expression Inventory (STAXI) were used. SPSS 21 software and analysis of variance (ANOVA) and covariance (ANCOVA) were used for data analysis. The results showed that there was a significant difference in the mean difference between depression and anger in the control and experimental groups (p-Value < 0.05). The results also showed a significant relationship between birth order and the quality of family relationships on depression and anger. Psycho-religious-based SE can reduce depression and anger in female students. These findings can be used in planning educational interventions with a psycho-religious-based approach to reducing anger, depressive symptoms and dangerous sexual behaviors among adolescents.
Across the world, the integration of disadvantaged groups, who cannot access education due to their social status or who cannot benefit from quality education as others, has an important place on the agenda. As a fundamental human right, education is at the center of social justice. However, ensuring social justice in education requires first defining disadvantaged groups and identifying problem areas. Because the way to develop policies and strategies to solve problems and to take necessary protective measures by taking action is to correctly identify the disadvantaged groups and the problems they experience. In this study, disadvantaged groups in education and the problems experienced by these groups were discussed. These disadvantaged groups are discussed under the headings of gender, migration (differences in language, religion, ethnicity), having special needs, poverty and sexual orientation. The problems experienced by each disadvantaged group are discussed and suggestions are presented for measures that can be taken for the integration of these groups into education.
Introducción: La infancia y la adolescencia constituyen el periodo de mayor exploración y de consolidación de la identidad de género, debido a que la expresión de género está ligada al desarrollo físico, emocional y cognitivo del individuo, y es común que en esta etapa se manifiesten las señales de incongruencia de género y se inicie la atención médica y psicosocial para abordar los síntomas de malestar físico y mental de los niños, niñas y adolescentes con identidades de género diversas. Objetivo: Identificar el aporte del área de la salud en la construcción del género de niños, niñas y adolescentes con género diverso. Métodos: Revisión integrativa de la literatura de artículos originales y revisiones publicados en el periodo 2008-2023. Resultados: Se identificaron cinco temáticas asociadas, así: diferentes etiquetas diagnósticas utilizadas, acceso a servicios en salud, tratamientos y sus efectos secundarios, salud mental y la autonomía para toma de decisiones en salud. Conclusiones: Se debe comprender que las variaciones de género son parte de la diversidad humana y no tienen naturaleza inherentemente patológica, es decir, no son trastornos o enfermedades.
Background: Lesbian, gay, bisexual, transgender, queer, and others (LGBTQ+) students experience more negative sexual health outcomes than their cisgender, heterosexual peers and do not have access to relevant sex education. This denial necessitates comprehensive sex education in college for LGBTQ + students. Objective: Given the rise of online learning and that LGBTQ + students are already drawn to online spaces, this research seeks to determine preferences in virtual LGBTQ + sexuality education content and delivery LGBTQ + college students. Methods: We conducted a survey with US college students who identified as LGBTQ+ (N = 91) to identify past experiences with sex education, desires for future sex education, and preferences for online learning. Results: Past sex education, resources used, consequences, preferences for LGBTQ + sexuality and online education are discussed. Conclusions: Overall, we find high comfort with online learning, heteronormative and cisnormative past sex education courses created negative physical and mental health outcomes, and desires for tailored sex education.
This article compares the attitudes of teachers located in Spain and the United Kingdom toward the integration of LGBTIQþ issues in their teaching , reflects on teacher training and proposes recommendations to improve teacher education. Drawing on data gathered from 447 teachers located in both countries, the study reveals that the participants agree that their lessons would benefit from integrating LGBTIQþ topics. However, the results show that pre-service teachers are more favorable than in-service teachers, and teachers in Spain are more positive than their counterparts in the United Kingdom. The article seeks to encourage the development of specific LGBTIQþ-related teacher training.
Internationally, over the last two decades there has been unprecedented positive social change around the inclusion of sexual minorities in society. As well as greater social inclusion in society more generally, in many places (primarily in Europe, North America, and Australasia) this has been accompanied by substantive advances including marriage equality, parenting rights, and protection from discrimination in the workplace.
This is a research and discussion into the support of different stakeholders for the type of recommendations that should be given for the implementation of LGBTIQ+ inclusion in VET (Vocational Education and Training). The UNIQUE project aimed to promote the inclusion of LGBTIQ+ learners in Vocational Education and Training (VET). VET teachers were trained as ambassadors for this cause and piloted training and implementation of activities in their institutions and countries. An international advocacy group developed a set of recommendations to help guide future projects and policies.
During the project we encountered a number of serious challenges and obstacles. The pilot countries are not among the most supportive countries in Europe for sexual and gender diversity1, and the social and cultural context of a work was often hostile or indifferent. After careful consideration, the UNIQUE partnership identified four areas of contention. Rather than formulating a long series of concrete recommendations, we have chosen to discuss these four areas, which represent dilemmas that innovators will encounter when they engage in LGBTIQ+ inclusion in schools in general and specifically in vocational education.
The four areas are:
1. Emotional intelligence
Rather than informing and telling students, teachers and other stakeholders on what to think and do, effective attitude change needs to be reached by developing emotional intelligence.
2. Visibility
Visible representation of sexual and gender diversity is one of the key demands when it comes to creating inclusive environments, but feasible implementation in VET requires a careful consideration of the type and degree of visibility that is workable and effective in each stage of implementation.
3. Integration
Full inclusion of sexual and gender diversity in VET institutions requires going beyond specific attention and needs mainstreaming as a common subject among other topics.
4. Innovation strategy
The knowledge among mainstream partners and LGBTIQ+ activists about adoption of innovation processes is limited. Making stakeholders aware of how gradual innovation works as a process, helps them to see and plan more realistically.
Everyday forms of political engagement, such as civic participation and collective action, have been recognized as a crucial factor for positive youth development, but less is known about their resilience effects on youth from marginalized populations, especially in less democratic societies. The present study investigated experiences of everyday political engagement among sexual minority youth in China and examined their compensatory and protective effects against heterosexist victimization. A sample of 793 Chinese sexual minority youth was included in the study. The results showed that collective action operated as a protective factor in buffering the effect of heterosexist victimization, such that its association with academic engagement was not significant among those with higher levels of collective action. In contrast, civic participation served the compensatory function and was associated with greater academic engagement, a stronger sense of school belonging, and fewer depression symptoms, but it did not protect against the negative effects of heterosexist victimization. The findings highlight the importance of identity-based action among sexual minority youth and provide insight into the differential resilience effects of everyday political engagement. The study has implications for fostering resilience among sexual minority youth with victimization experiences in school and counseling settings.
ABD'de eğitimciler, lezbiyen, gey, biseksüel ve diğer cinsel tercihli kişileri, yani LBGT+ insanları ilkokul ve ortaokul müfredatına nasıl entegre etmek gerektiğini tartışıyorlar… Bir LGBT'li olmak nasıl bir şeydir? Anne-babası, daha doğrusu ebeveynleri lezbiyen veya gey (gay) olan çocuk olmak nasıl bir duygudur? Amerikan ve insanlık tarihinin LGBT'li kahramanları kimlerdir? Yeni kampanyanın yürütücüleri bu ve benzeri soruları ilkokuldan lise sona kadar müfredata sokmaya çalışıyorlar ve bunda bir hayli yol da aldılar
A partir de una revisión teórica, en este texto se plantea y argumenta una premisa según la cual la escuela es una institución de naturaleza dual; por un lado, reproduce la hetero-cisnormatividad como conjunto de discursos y prácticas asentadas en la cultura patriarcal que buscan producir vidas heterosexuales y cisgénero, al tiempo que despliega una serie de estrategias en el orden de lo pedagógico que aportan a trasformar los ordenamientos y códigos tradicionales en torno a la sexualidad y el género, resaltando la importancia de la formación del profesorado en este aspecto. La argumentación se desarrolla en este orden para concluir con la necesidad de integrar perspectivas críticas desde los postulados de la pedagogía queer, de manera que se garantice la inclusión de las personas que encarnan las disidencias sexuales y de género a la escuela, a la vez que se perturban las estructuras sociales, culturales y políticas que han hecho de esta institución un espacio de socialización fundamental en el sostenimiento del orden social hetero-cis-normativo.
Evidence suggests that tailored inclusive sex education can be an effective response to prevent gender-based violence and promote an inclusive educational environment. This study examined the effects of an age-appropriate and animation-based inclusive sex education curriculum among Chinese adolescents. A total of 243 students from one comprehensive vocational high school participated in the study. Attitudes toward homosexuality and relevant knowledge were assessed using Attitudes Toward Lesbians and Gays Scale and researcher-made questionnaires at the preintervention and postintervention. Results indicated that adolescents' attitudes and knowledge showed improvement after intervention; female students showed more positive attitudes toward homosexuals; and the animation-based inclusive sex education was welcomed by most participants. Implications of the findings and directions for future research were also discussed.
Aims: The present article seeks to explore the historical context of relationships and sex education (RSE) and examine the positioning of ‘No Outsiders’ within this. Consideration is given to the credibility of arguments against the implementation of No Outsiders in education settings and examination of whether diversity strands of ‘sexual orientation’ and ‘gender identity’ deserve the disproportionate amount attention they receive.
Method: The paper utilises Erikson’s Stages of Psychosocial Development (1950, 1963) to interpret the capacity of understanding of children and young people (CYP) in relation to an RSE curriculum. Contemporary research outlines the need for an environment which enables exploration. Further consideration deconstructs the argument for childhood innocence as a reason for not providing an informed RSE curriculum
Findings: The paper reports on the inherent difficulties of delivering an RSE curriculum, which may require the reconciliation and compromise of personal and societal values. Equally, there is a clear need for schools, institutions and society to remain steadfast and resolute in the face of discriminatory views.
Limitations: The challenges in unifying groups who divide themselves on core issues is recognised, however a legislative backdrop frames the foundation for how this can be achieved.
Conclusions: The ‘No Outsiders in Our School’ resource offers a fresh approach to the teaching of relationships education in primary schools (Moffat, 2015). Despite its seemingly harmonious early existence, the programme has suffered significant scrutiny, precipitating protests, vilification and condemnation by some sections of society. Matters of sexual orientation and gender reassignment deserve equal recognition as protected characteristics under the Equality Act (2010). Too often, the legitimacy of these protected characteristics are questioned or presented as ‘other’ within the context of equality. The move towards a more inclusive RSE curriculum should be brave in its embodiment of legislative policy.
Der Praxisband stellt bewährte sowie völlig neue didaktische Anregungen und sexualpädagogische Methoden zusammen. Dabei steht die Heterogenität und Vielfalt von Menschen im Zentrum.
Die Diskussion über eine „Sexualpädagogik der Vielfalt“ im Bildungsplan an Schulen ist kontrovers und polarisierend. Befürworter und Gegner werfen sich gegenseitig vor, ihre Thesen pro bzw. contra lesbischer, schwuler, bisexueller, trans und intersexueller (LSBTI*) Themen in der Sexualbildung seien empirisch kaum begründet. Als Beitrag zu dieser Diskussion bietet der Artikel einen aktuellen, evidenzbasierten Überblick über die empirische Forschungslage. Die Ergebnisse lassen den Schluss zu, dass Sexualpädagogik den Beginn der Aufnahme sexueller Aktivität nicht beschleunigt, sondern häufig eher verzögert; LSBTI* Inhalte im Unterricht die sexuelle Orientierung von Jugendlichen nicht ändert; und eine Akzeptanz sexueller Vielfalt und geschlechtlicher Identitäten helfen kann, Kinder und Heranwachsende vor homo- und transphobem Bullying an Schulen zu schützen.
This chapter provides a reflective account of the studies in Part II of this volume, with a focus on discussing their empirical and methodological contributions to research on agency at work. Agency at work is a crucial component of how individuals engage with work and learning in a way that enables them to develop. Until recently, research on agency at work has had a distinct conceptual stance. These empirical chapters, therefore, provide an important contribution to the literature, by both employing different conceptualisations and examining agency at work in various contexts. In this chapter, we provide some descriptive and reflective accounts of the variety and nature of the empirical work and the methodologies employed based on a framework inspired by conceptual depictions of agency in the literature. Emirbayer and Mische’s (Am J Sociol 103(4):962–1023, 1998) framework that indicates three facets of agency—iterative, practical-evaluative, and projective—has been complemented by characteristics emerging from the analysed studies, indicating the relational versus transformative nature of agency at work. We engage in a discussion on the focus of these studies and operationalisations of agency, the units of analysis, analytical approaches and main findings. We then reflect upon the nature of agency at work and discuss the heterogeneity that is distinctly featured among the studies: Heterogeneity of terms of operationalisations and methodologies employed and also of findings considered defining for agency at work has stood out as an important characteristic of these empirical works. Based on this analysis and reflection, we delineate avenues that may drive the further consolidation of the field. Our reflective account highlights that the studies reviewed have provided an understanding of agency beyond disciplinary boundaries and beyond exclusively individual or collective actions. They reflect the complexity at the empirical level, where agency is expressed in heterogeneous ways and drives actions that trigger further learning processes.
Adolescence is marked by the emergence of human sexuality, sexual identity, and the initiation of intimate relations; within this context, abstinence from sexual intercourse can be a healthy choice. However, programs that promote abstinence-only-until-marriage (AOUM) or sexual risk avoidance are scientifically and ethically problematic and—as such—have been widely rejected by medical and public health professionals. Although abstinence is theoretically effective, in actual practice, intentions to abstain from sexual activity often fail. Given a rising age at first marriage around the world, a rapidly declining percentage of young people remain abstinent until marriage. Promotion of AOUM policies by the U.S. government has undermined sexuality education in the United States and in U.S. foreign aid programs; funding for AOUM continues in the United States. The weight of scientific evidence finds that AOUM programs are not effective in delaying initiation of sexual intercourse or changing other sexual risk behaviors. AOUM programs, as defined by U.S. federal funding requirements, inherently withhold information about human sexuality and may provide medically inaccurate and stigmatizing information. Thus, AOUM programs threaten fundamental human rights to health, information, and life. Young people need access to accurate and comprehensive sexual health information to protect their health and lives.
The present study examined: (1) gender and age differences of mean gender identity disorder (GID) trait scores in Japanese twins; (2) the validity of the prenatal hormone transfer theory, which predicts that, in dizygotic (DZ) twin pairs, twins with an opposite-gender co-twin more frequently exhibit GID traits than twins with a same-gender co-twin; and (3) the magnitude of genetic and environmental influences on GID traits as a function of age and gender. Data from 1450 male twin pairs, 1882 female twin pairs, and 1022 DZ male–female pairs ranging from 3 to 26 years of age were analyzed. To quantify individual variances in GID traits, each participant completed four questionnaire items based on criteria for GID from the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). Our most important findings were: (1) Japanese females exhibited GID traits more frequently than males and Japanese children exhibited GID traits less frequently than adolescents and adults (among females, the prevalence was 1.6 % in children, 10 % in adolescents, and 12 % in adults; among males, the prevalence was 0.5, 2, and 3 %, respectively); (2) the data did not support the prenatal hormone transfer theory for GID traits; and (3) a large part of the variance for GID traits in children was accounted for by familial factors; however, the magnitude was found to be greater in children than in adolescents or adults, particularly among females. This study suggests that although the prevalence is likely to increase, familial effects are likely to decrease as individuals age.
Child maltreatment and bullying victimization disproportionately affect sexual minority youth. Little research exists that explores psychological distress as a modifiable risk factor connecting these two forms of victimization. Utilizing a community-based sample of sexual minority youth (N = 125, 15–19 y/o), this study provides estimates of child maltreatment and bullying victimization, identifies their associations, and explores psychological distress as a potential mediator. Approximately 46 % of the sample reported moderate to extreme childhood emotional abuse, followed by physical abuse (34 %), sexual abuse (32 %), emotional neglect (28 %), and physical neglect (26 %). Higher levels of emotional, physical, and sexual abuse were associated with more frequent bullying victimization. Psychological distress mediated the relationship between emotional abuse and verbal bullying victimization only. Additional research is needed to explore other potential mental health mediators (e.g., emotional dysregulation, posttraumatic stress). Addressing psychological distress holds the potential to prevent or reduce verbal bullying victimization by improving social functioning.
Ongoing political controversies around the world exemplify a long-standing and widespread preoccupation with the acceptability of homosexuality. Nonheterosexual people have seen dramatic surges both in their rights and in positive public opinion in many Western countries. In contrast, in much of Africa, the Middle East, the Caribbean, Oceania, and parts of Asia, homosexual behavior remains illegal and severely punishable, with some countries retaining the death penalty for it. Political controversies about sexual orientation have often overlapped with scientific controversies. That is, participants on both sides of the sociopolitical debates have tended to believe that scientific findings—and scientific truths—about sexual orientation matter a great deal in making political decisions. The most contentious scientific issues have concerned the causes of sexual orientation—that is, why are some people heterosexual, others bisexual, and others homosexual? The actual relevance of these issues to social, political, and ethical decisions is often poorly justified, however.
Lesbian, gay, bisexual, transgender and queer (LGBTQ) teachers are a marginalised group that historically have been absent from research on sexuality and schooling. Rather, much research in the field has focused upon the experiences of same sex attracted and increasingly, gender diverse young people in schools, as well as the delivery of sexuality education. Up until recently, very little research has been carried out that explicitly addresses the experiences of LGBTQ teachers, particularly within the Australian context. This article focuses upon key issues arising from the semi-structured interviews that the Out/In Front team carried out as part of a pilot study that took place between April and July 2013 in the state of Victoria, Australia. We interviewed nine current or former teachers working within primary and secondary education across the public, Catholic and private sectors. This paper focuses upon the notion that LGBTQ teachers exist within a ‘space of exclusion’ that is dominated by discursive mechanisms that (re)produce heteronormativity. We also argue that the Victorian policy context – as well as increasing socio-political tolerance for LGBTQ people within Australia – enables LGBT teachers to interrupt the discursive frameworks within which their professional lives are situated.
The current study evaluated the possibility that greater negative mental health outcomes reported among gay, lesbian, and gender-atypical individuals, compared to gender-typical individuals, are present in childhood and persist into adulthood. Sex and sexual orientation differences in self-reported adulthood and recalled childhood indicators of depression and anxiety and their association with current and retrospectively reported gender (a)typicality were examined in a non-clinically recruited community sample of Canadian heterosexual men (n = 98), heterosexual women (n = 142), gay men (n = 289), and lesbian women (n = 69). Indicators of depression and anxiety were constructed based on diagnostic criteria for generalized anxiety disorder, major depression, agoraphobia, social anxiety disorder, panic disorder, obsessive-compulsive disorder, and specific phobias. Factor reduction analyses yielded three factors: (1) indicators of childhood separation anxiety, (2) indicators of childhood depression and anxiety, and (3) indicators of adulthood depression and anxiety. Lesbian women scored higher on childhood separation anxiety than all other groups. Heterosexual men scored lower on indicators of childhood separation anxiety than gay men and lower on indicators of childhood and adulthood depression and anxiety than all other groups. No other significant group differences were observed. Correlational analysis suggested that for men, but not for women, gender-atypical behavior was associated with negative mental health. The current study indicated that childhood should be considered a critical time period during which the noted sexual orientation-related mental health discrepancies manifest and that childhood gender atypicality is a key factor for understanding the emergence of such discrepancies.
Bullying is characterized by the repeated attempts of a group or individual to gain social advantage by the use of relational, verbal, or physical aggression against a target, especially when there is a perceived or actual power imbalance (Espelage & Swearer, 2003). One consistent finding is that gay (i.e., androphilic) males report higher rates of victimization due to bullying in adolescence than their heterosexual (i.e., gynephilic) counterparts. Western data indicate that gender-atypical behavior, regardless of sexual orientation, is a key predictor of victimization due to bullying. Androphilic males generally display childhood gender-atypicality, including reduced levels of physical aggression, which may cause bullies to perceive them as “easy” targets. In order to test the associations between sexual orientation, childhood gender-atypicality, and recalled victimization due to bullying, a sample of Samoan gynephilic men (n = 100) were compared to a group of Samoan transgender androphilic males (n = 103), known as fa’afafine. Although the fa’afafine reported far more childhood gender-atypicality, the two groups did not differ significantly on measures of physical aggression or their reported rates of victimization due to bullying. Additionally, greater physical aggression, not gender-atypicality, was the only significant predictor of being bullied in both men and fa’afafine. These results suggest that there is nothing inherent in sexual orientation or childhood gender-atypicality that would potentiate victimization from bullying. Instead, the cultural context in which a bully functions influences the extent to which these are “acceptable” reasons to target certain individuals.
This investigation explored suicide-related characteristics and help-seeking behavior by sexual orientation. Population-based data are from the California Quality of Life Surveys, which included 1,478 sexual minority (lesbian, gay, bisexual, and homosexually experienced individuals) and 3,465 heterosexual individuals. Bisexual women had a nearly six-fold increased risk of lifetime suicide attempts than heterosexual women (RR = 5.88, 95%CI: 3.89-8.90), and homosexually experienced men had almost 7 times higher risk of lifetime suicide attempts than heterosexual men (RR = 6.93, 95%CI: 3.65-13.15). Sexual minority men and women were more likely than heterosexual men and women to have disclosed suicide attempts to a medical professional (RR = 1.48 and RR = 1.44, respectively). Among persons who ever attempted suicide, sexual minority women had a younger age of index attempt than heterosexual women (15.9 vs. 19.6 years of age, respectively). Healthcare professionals should be aware of suicidal risk heterogeneity among sexual minority individuals, including vulnerable points of risk and evidenced-based treatments. (PsycINFO Database Record
In external evaluations and school inspections, experts rate instructional quality based on a set of empirically confirmed criteria of good teaching. For this rating, teams of evaluators use different information sources, including observations and surveys. The present study examines to what extent information from observations and surveys contribute to the final rating results. The findings show that both information sources explain different degrees of variance of the final rating, depending on the evaluation criterion used. These results are used to discuss the methodological implications of contemporary procedures employed in Germany when estimating instructional quality in external evaluations and school inspections.
This study investigated the relations between sexual orientation, cyber victimization, and depressive symptoms in college students. Study aims were to determine whether sexual minority college students are at greater risk for cyber victimization and to examine whether recent cyber victimization (self-reported cyber victimization over the last 30 days) predicts depressive symptoms beyond traditional victimization and perceptions of high school cyber victimization. Findings from 634 college students (ages 18–22) across 25 U.S. states demonstrated significant relations between sexual minority status, particularly homosexual identification, and cyber victimization. The highest levels of depressive symptoms were reported by participants with high levels of both high school and recent cyber victimization and participants who reported high levels of both recent traditional victimization and recent cyber victimization. Findings should be used as a foundation for interventions geared to the sexual minority population.
This study uses General Social Survey data to compare gender and homosexuality across American religious groups from the 1970s to 2014, examining three possible patterns for how evangelical attitudes relate to those of other groups: (1) they are similar; (2) they are different, but move together over time; (3) they are different and converge or diverge over time. Evangelical gender attitudes regarding work and family issues are more conservative than those of all other groups, but are adaptive to broad trends, changing at a rate similar to those of other groups. Evangelical attitudes toward the morality of homosexuality and same-sex marriage are more conservative than those of all other religious groups, and their rate of change is slower over time. Separate trends on the two issues suggest that gender and sexuality attitude change is decoupled, especially among evangelicals who are adapting more on gender while increasingly distinguishing themselves on same-sex relationships. A three-stage process of religious tension appears to characterize evangelical identity-building: (1) similarity, (2) distinction, and (3) adaptation.
In inclusive classrooms teamwork and collaboration between general teachers and special education teachers are among the most important factors for student achievement. Yet, to date, little evidence exists on how teacher collaboration is implemented and whether general and special education teachers value their collaboration equally. The current study analyzes teacher collaboration in inclusive classrooms at elementary and secondary school levels. Participants were 191 general teachers and 130 special education teachers. The results suggest that all teachers were satisfi ed with their teamwork; diff erences between general and special education teachers were non-signifi cant. Elementary school teachers had more positive perceptions than secondary school teachers. These findings are discussed in terms of their theoretical significance and their practical relevance for teacher education in inclusive classrooms.
Sexual minority individuals are at an elevated risk for depression compared to their heterosexual counterparts, yet less is known about how depression status varies across sexual minority subgroups (i.e., mostly heterosexuals, bisexuals, and lesbians and gay men). Moreover, studies on the role of young adult gender nonconformity in the relation between sexual orientation and depression are scarce and have yielded mixed findings. The current study examined the disparities between sexual minorities and heterosexuals during young adulthood in concurrent depression near the beginning of young adulthood and prospective depression 6 years later, paying attention to the diversity within sexual minority subgroups and the role of gender nonconformity. Drawn from the National Longitudinal Study of Adolescent Health (N = 9421), we found that after accounting for demographics, sampling weight, and sampling design, self-identified mostly heterosexual and bisexual young adults, but not lesbians and gay men, reported significantly higher concurrent depression compared to heterosexuals; moreover, only mostly heterosexual young adults were more depressed than heterosexuals 6 years later. Furthermore, while young adult gender nonconforming behavior was associated with more concurrent depression regardless of sexual orientation, its negative impact on mental health decreased over time. Surprisingly, previous gender nonconformity predicted decreased prospective depression among lesbians and gay men whereas, among heterosexual individuals, increased gender nonconformity was not associated with prospective depression. Together, the results suggested the importance of investigating diversity and the influence of young adult gender nonconformity in future research on the mental health of sexual minorities.
Homophobic bullying is pervasive and deleterious, and a source of extensive health and mental health disparities affecting sexual and gender minority youth (SGMY). Investigations conducted over the past two decades across the social ecology of SGMY indicate individual (e.g., gender), microsystem (e.g., schools), and exosystem level (e.g., community norms) factors associated with homophobic bullying. Emerging evidence at the macrosystem level demonstrates the powerful influence of laws, policies, and ideologies on the population health of sexual minority adults. Based on social ecological theory and emerging evidence at the macrosystem level, we advance a conceptualization of the religious social ecology of homophobic bullying and articulate the construct of conversion bullying, a form of bias-based bullying that may be unique to SGMY. Conversion bullying is manifested in the invocation of religious rhetoric and rationalizations in repeated acts of peer aggression against SGMY that cause harm, based on the premise that same-sex attractions and behaviors are immoral or unnatural and with implicit or explicit communication that one should change one's sexuality to conform to heteronormative ideals. We describe implications of conversion bullying for social work practice, education, social policy, and research.
Introduction:
One of the never-ending debates in the developing field of sexual medicine is the extent to which genetics and experiences (i.e., "nature and nurture") contribute to sexuality. The debate continues despite the fact that these two sides have different abilities to create a scientific environment to support their cause. Contemporary genetics has produced plenty of recent evidence, however, not always confirmed or sufficiently robust. On the other hand, the more traditional social theorists, frequently without direct evidence confirming their positions, criticize, sometimes with good arguments, the methods and results of the other side.
Aim:
The aim of this article is to critically evaluate existent evidence that used genetic approaches to understand human sexuality.
Methods:
An expert in sexual medicine (E.A.J.), an expert in medical genetics (G.N.), and two experts in genetic epidemiology and quantitative genetics, with particular scientific experience in female sexual dysfunction (A.B.) and in premature ejaculation (P.J.), contributed to this review.
Main outcome measure:
Expert opinion supported by critical review of the currently available literature.
Results:
The existing literature on human sexuality provides evidence that many sexuality-related behaviors previously considered to be the result of cultural influences (such as mating strategies, attractiveness and sex appeal, propensity to fidelity or infidelity, and sexual orientation) or dysfunctions (such as premature ejaculation or female sexual dysfunction) seem to have a genetic component.
Conclusions:
Current evidence from genetic epidemiologic studies underlines the existence of biological and congenital factors regulating male and female sexuality. However, these relatively recent findings ask for replication in methodologically more elaborated studies. Clearly, increased research efforts are needed to further improve understanding the genetics of human sexuality. Jannini EA, Burri A, Jern P, and Novelli G. Genetics of human sexual behavior: Where we are, where we are going. Sex Med Rev 2015;3:65-77.
The relative contributions of genetic and environmental factors to the development of gender identity have been debated. Twins were studied that are concordant or discordant for gender identity status in order to provide clarification of this issue. An extensive library search yielded reports of 27 male and 16 female sets concordant or discordant for transsexuality. An Internet bulletin board search and clinical contact requests for participants in a survey of twins in which one or both transitioned located 69 new twin pairs. In addition to asking about matters associated with gender, these new twins were asked about their transition, rearing, and sexual practices. Combining data from the present survey with those from past-published reports, 20% of all male and female monozygotic twin pairs were found concordant for transsexual identity. This was more frequently the case for males (33%) than for females (23%). The responses of our twins relative to their rearing, along with our findings regarding some of their experiences during childhood and adolescence show their identity was much more influenced by their genetics than their rearing.
National research illustrates the high degree of discrimination that prevails against lesbian, gay, bisexual, transgender and queer (LGBTQ) students resulting in diminished educational outcomes, both academic and social. This phenomenon is influenced by the prevalence of whole-school silences around LGBTQ topics in many Australian schools. This paper presents an analysis of the New South Wales (NSW) homophobia in schools policy, as well as both NSW state and Australian federal curriculum and syllabus documents in the health and physical education key learning area. This analysis illustrates how contradictory framing and messages; silences and omission; and various discursive constructions of the LGBTQ subject together produce silencing technologies that have critical implications for the implementation of education, both in this key learning area and across the schooling sector.
This study investigates whether Lesbian, Gay and Bisexual (LGB) young adults are more at risk of bullying than their heterosexual peers using Next Steps, a nationally representative longitudinal dataset from England. The experiences of more than 7,200 young adults from across England who were born in 1989-90 are examined. At age 20, the young adults were asked about their sexual identity and whether they had been bullied in the previous 12 months and during secondary school. The findings show that young LGB adults had a 52 per cent chance of having been bullied in the past year at age 20, compared to a 38 per cent chance for their heterosexual peers, after taking into account other characteristics that may make someone more likely to be targeted, such as gender, ethnicity, disability, or family socioeconomic background. The situation had improved slightly since their school years. Between the ages of 14 and 16, young people who later went on to identify as LGB had a 56 per cent chance of having been bullied in the past year, compared to a 45 per cent chance for their heterosexual peers. Moreover LGB young people were at considerably greater risk of being bullied frequently - that is, once or more every fortnight - during secondary school. LGB young people were found to be more than twice as likely as their heterosexual classmates to be regularly physically bullied and excluded from social groups. This paper also examines the association between being bullied and life satisfaction: the findings show that by the time they reached age 20, young LGB adults were less likely than their heterosexual peers to report being "very satisfied" with how their lives had turned out so far. However, all young adults -regardless of sexual identity - were less likely to be very satisfied with their lives if they had been bullied. In summary, although all people are less likely to be bullied as they get older, young LGB adults remain at higher risk than their peers. These findings suggest that in order to tackle the problem, anti-bullying interventions cannot be focused only at schools and their pupils. Policymakers, employers, further education institutions and others working with young adults need to do just as much in order to challenge discrimination at all ages.
Objectives:
To determine the influences of victimization experience and familial factors on the association between sexual minority status and psychological health outcomes among adolescents.
Methods:
We used data from the Child and Adolescent Twin Study in Sweden, a prospective, population-based study of all twins born in Sweden since 1992. Cross-sectional analyses included individuals who completed assessments at age 18 years (n = 4898) from 2000 to 2013. We also compared psychological health among sexual minority adolescents and their nonminority co-twins.
Results:
Sexual minority adolescents were more likely than were unrelated nonminority adolescents to report victimization experiences, including emotional abuse, physical abuse or neglect, and sexual abuse. Sexual minority adolescents also reported significantly more symptoms of anxiety, depression, attention-deficit/hyperactivity disorder, disordered eating, and substance misuse in addition to increased parent-reported behavior problems. Victimization experience partially mediated these associations. However, when controlling for unmeasured familial confounding factors by comparing sexual minority adolescents to their same-sex, nonminority co-twins, the effect of sexual minority status on psychological health was almost entirely attenuated.
Conclusions:
Familial factors-common genetic or environmental influences-may explain decreased psychological adjustment among sexual minority adolescents. (Am J Public Health. Published online ahead of print December 20, 2016: e1-e7. doi:10.2105/AJPH.2016.303573).
This exploratory study examines the relationship between sexual identity and violent victimization experiences as predictors of differences in illicit substance and alcohol use and substance use problems among a sample of incarcerated women in rural Appalachia (N = 400). Results indicated that, compared to heterosexual women, sexual minority women were more likely to have a lifetime history of weapon, physical, and sexual assault, and were younger at the time of their first violent victimization. Sexual minority women were younger than heterosexual women at the age of onset for intravenous drug use and at the time they first got drunk, and were more likely to report having overdosed. Multivariate analysis found violent victimization to be the strongest predictor of a history of overdose and substance use problems.
Aims:
To test two indirect pathways through which sexual minority adolescents (SMAs) may be at risk for heavy episodic drinking (HED) including a socialization pathway via substance-using peer affiliations and social marginalization pathway via sexual minority-specific victimization and subsequent substance-using peer affiliations.
Design:
Analysis of the first three waves (6 months apart) of a longitudinal adolescent health risk study (2011-14). Participants were referred by medical providers or a screening system in providers' waiting rooms.
Setting:
Two large urban adolescent health clinics in Pennsylvania and Ohio, USA.
Participants:
A total of 290 adolescents (ages 14-19 years, mean: 17.08) who were 71.0% female, 33.4% non-Hispanic white and 34.5% SMAs.
Measurements:
Self-reported sexual minority status (wave 1) and affiliation with substance-using peers (waves 1 and 2), and latent sexual-minority specific victimization (waves 1 and 2) and HED (waves 1 and 3) variables.
Findings:
Using mediation analyses in a structural equation modeling framework, there was a significant indirect effect of sexual minority status (wave 1) on HED (wave 3) via affiliation with substance-using peers [wave 2; indirect effect = 0.03, 95% confidence interval (CI) = 0.01, 0.07], after accounting for the indirect effect of sexual-orientation related victimization (wave 2; indirect effect = 0.10, 95% CI = 0.02-0.19). The social marginalization pathway was not supported, as victimization (wave 1) was not associated with affiliation with substance-using peers (wave 2; β = - 0.04, P = 0.66). Sex differences in the indirect effects were not detected (Ps > 0.10).
Conclusions:
Sexual minority adolescents in the United States appear to exhibit increased heavy episodic drinking via an indirect socialization pathway, including affiliations with substance-using peers and a concurrent indirect pathway involving sexual minority-related victimization. The pathways appear to operate similarly for boys and girls.
Objectives:
To examine the effects of the cumulative victimization experienced by lesbian, gay, bisexual, and transgender youths on mental disorders.
Methods:
We recruited 248 participants from the Chicago, Illinois, area in 7 waves of data collected over 4 years, beginning in 2007 (83.1% retention rate). Mean age at enrollment was 18.7 years, and 54.7% were Black. We measured depression and posttraumatic stress disorder using structured psychiatric interviews.
Results:
Latent class analyses of victimization over time identified a 4-class solution. Class 1 (65.4%) had low, decreasing victimization. Class 2 (10.3%) had moderate, increasing victimization. Class 3 (5.1%) had high, steady victimization. Class 4 (19.2%) had high, decreasing victimization. Controlling for baseline diagnoses and birth sex, lesbian, gay, bisexual, and transgender youths in classes 2 and 3 were at higher risk for depression than were those in class 1; youths in classes 2, 3, and 4 were at elevated risk for posttraumatic stress disorder.
Conclusions:
Lesbian, gay, bisexual, and transgender youths with steadily high or increasing levels of victimization from adolescence to early adulthood are at higher risk for depression and posttraumatic stress disorder. (Am J Public Health. Published online ahead of print January 21, 2016: e1-e7. doi:10.2105/AJPH.2015.302976).
Sexuality education is defined and labeled in many different ways to meet different objectives for targeted stakeholders. It has been described as the set of instructions and learning on issues that are related to human sexuality, including sexual intercourse and abstinence, sexual reproduction and reproductive health, and sexual anatomy among others. When examining evidence-based sex education in Africa, there are many issues and concepts that need to be considered including the definition and concept of sex education, the content areas of sex education, age appropriateness, gender issues and other cultural factors that influence the design and implementation of evidence-based sex education programs. These factors are presented in this chapter, along with the evidence of the current state of knowledge and practice, and an exploration of resource availability. The barriers, facilitating factors and the future of sex education in Africa are also reviewed.
Representing both traditional and emerging perspectives, this multi-disiplinary and truly international volume will serve as a seminal resource for students and scholars. © John. F. Dovidio, Miles Hewstone, Peter Glick and Victoria M. Esses 2010.
Although legislation has made achievements to strengthen the rights of homosexual people in many European countries, the school setting seems to be a place where it can be hard to be open as a homosexual person. This article presents articulations of what it is to be homo- or bisexual as a teacher, based on a discourse analysis. The empirical material suggests two different discursive approaches described as vigilance and resource, suggesting different realities of these teachers. It is interpreted that it is not enough only to rely on laws and a positive mind-set of the general public. An explicit support from colleagues is suggested to be crucial to facilitate this group's prerequisites to participate equally compared to norm conforming colleagues.
Purpose:
Sexual minority youth (SMY) are at higher risk for victimization and suicide than are heterosexual youth (HY). Relatively little research has examined which types of victimization are most closely linked to suicide, which is necessary to develop targeted prevention interventions. The present study was conducted to address this deficit.
Methods:
The data come from the 2011 Chicago Youth Risk Behavior Survey (n = 1,907). Structural equation modeling (SEM) in Mplus evaluated the direct, indirect, and total effects of sexual orientation on a latent indicator of suicidal ideation and behaviors via seven types of victimization. Four indicators of victimization were school-specific (e.g., harassment due to sexual orientation or gender identity (SO/GID), bullying, threatened or injured with a weapon, and skipping school due to safety concerns), and three indicators assessed other types of victimization (e.g., electronic bullying, intimate partner violence, and sexual abuse).
Results:
Thirteen percent of youth were classified as SMY. Significantly more SMY than HY reported suicidal ideation (27.95% vs. 13.64%), a suicide plan (22.78% vs. 12.36%), and at least one suicide attempt (29.92% vs. 12.43%) in the past year (all P < .001). A greater percentage of SMY reported SO/GID-related harassment, skipping school, electronic bullying, and sexual abuse. Sexual orientation was not directly related to suicidal ideation and behaviors in SEM. Rather, SMY's elevated risk of suicidality functioned indirectly through two forms of school-based victimization: being threatened or injured with a weapon (B = .19, SE = .09, P ≤ .05) and experiencing SO/GID-specific harassment (B = .40, SE = .15, P ≤ .01). There also was a trend for SMY to skip school as a strategy to reduce suicide risk.
Conclusion:
Although SMY experience higher rates of victimization than do HY, school-based victimization that involves weapons or is due to one's SO/GID appear to be the most deleterious. That SMY may skip school to reduce their risk of suicidal ideation and behaviors is problematic, and schools should be encouraged to enact and enforce policies that explicitly protect SMY from victimization.
Our main goal is to explain the proportion of homosexuality non-acceptance, i.e., the proportion of people for whom homosexuality can never be justified. To that end, we use data on 52 countries and consider the beta regression model which is tailored for rates and proportions. We use several conditioning variables, such as average intelligence, per capita income, an indicator as to whether the country is Muslim, an income inequality index and a religious diversity index. It is noteworthy that homosexuality non-acceptance negatively correlates with average intelligence (- 0.58) and with religious disbelief (- 0.52). The estimated regression coefficients corresponding to such covariates are - 0.0207 and - 12.3636, respectively. They are both negative and statistically significant. The implication is that homosexuality non-acceptance tends to decrease when average intelligence or religious disbelief increases. We construct impact curves that measure such impacts and show how their strengths change with the relevant conditioning variables. The estimated impacts are almost always stronger for Muslim nations; they can be nearly twice as strong for such countries. The estimated impacts are also stronger when average intelligence and the prevalence of religious disbelievers are small. Bootstrap confidence intervals are also computed.
Objective: Despite consistently greater rates of non-suicidal self-injury (NSSI) and suicidal thoughts and behaviors (STBs; i.e., suicidal ideation, method/plan, and attempts) in lesbian, gay, and bisexual (LGB) individuals, prevalence, characteristics, and relations between these dangerous thoughts and behaviors are equivocal. The present study sought to examine and compare the rates of NSSI and STBs in a large sample of sexual minority and majority young adults. In addition, this study is the first to our knowledge to examine how different NSSI characteristics (i.e., frequency, number of forms, and number of functions) relate to STBs of varying severity by sexual attraction (SA).
Methods: Participants were 12,422 college students (ages 18-29; 57.3% female) who self-reported demographic characteristics, NSSI frequency, the number of NSSI forms used, the number of NSSI functions, as well as STB history (i.e., ideation, method/plan, and attempts). Each participant’s degree of SA was assessed via a 7-point scale (i.e., K0-K6) from Alfred Kinsey’s research of sexual attraction and sexual experiences. This scale was collapsed to create five categories of SA: exclusively other SA (K0), mostly other SA (K1/2), equally other and same SA (K3), mostly same SA (K4/5), and exclusively same SA (K6). Respondents who chose two or more groups were categorized as having equally other and same SA (K3).
Results: Consistent with previous research, we found that being a sexual minority young adult was associated with significantly higher odds of STBs compared to being a heterosexual young adult. In addition, compared to the exclusively other SA group (K0), being in the mostly other SA group (K1/2), equally other and same SA group (K3), or mostly same SA group (K4/5) was associated with significantly higher odds of NSSI engagement. Among those with NSSI, we found that the number of NSSI forms was significantly associated with suicide attempts, but was not associated with either suicidal ideation or suicide method/plan in the mostly other SA group (K1/2) or in the equally other and same SA group (K3). We also found a significant curvilinear relation between NSSI frequency and STBs in the mostly other SA group (K1/2) and between NSSI frequency and suicide method/plan and attempt in the exclusively other SA group (K0). In addition, we revealed specificity with regard to the relation between the number of lifetime NSSI episodes and risk for STBs among the equally other and same SA (K3), mostly same SA (K4/5), and exclusively same SA (K6) groups.
Conclusion: Our findings suggest that among sexual minority young adults, equally other and same SA individuals may be at higher risk of NSSI and STBs than their sexual minority counterparts. In addition, our findings extend previous research by suggesting that the relation between NSSI frequency, number of forms, and number of functions and STBs might vary according to SA. A multi-theory based explanation is provided to explain the key findings and the study implications are discussed.
This study uses a feminist theoretical framework to extend the literature on the relationship between sexual history, bullying victimization, and poor mental health outcomes. First, we examined whether an association between the sexual double standard and bullying victimization would apply to sexual minority youth the same way it applies to heterosexual youth. A second aim was to assess whether sexual minority boys, typically stereotyped as effeminate, would report the highest odds of bullying victimization. A third and final aim of our study was to look at the joint effect of sex and sexual intercourse on depression and suicidal ideation. Our analytic sample (N = 9,300) was from the 2009, 2011, and 2013 Rhode Island Youth Risk Behavior Surveys. Findings demonstrated that heterosexual girls who engaged in sexual intercourse had significantly higher adjusted odds of bullying victimization than heterosexual boys who engaged in the same behavior. Similar results were not found for sexual minority adolescents, suggesting the sexual double standard may not apply to sexual minority adolescents in the same way it applies to heterosexual adolescents. Consistent with our second hypothesis, sexual minority boys reported the highest odds of being recently bullied compared with heterosexual boys. Among students who were recently bullied, sexual minority girls displayed the highest adjusted odds of recent depression and suicidal ideation. Our study demonstrated that using a feminist theoretical framework broadens our understanding of why girls and sexual minority boys are particularly vulnerable to bullying victimization and the sequel of depression and suicidal ideation.
© The Author(s) 2015.
The goal of this study was to evaluate a novel measure of environmental risk factors for bullying among sexual minority youths. Data on lesbian, gay, bisexual, and transgender (LGBT) assault hate crimes were obtained from police records, geocoded, and then linked to individual-level data on bullying and sexual orientation from the 2008 Boston Youth Survey Geospatial Dataset (N = 1,292; 108 sexual minorities). Results indicated that sexual minority youths who reported relational and electronic bullying were more likely to reside in neighborhoods with higher LGBT assault hate crime rates. There was no association between LGBT assault hate crimes and bullying among heterosexual youths, providing evidence for specificity to sexual minority youth. Moreover, no relationships were observed between sexual minority bullying and neighborhood-level violent and property crimes, indicating that the results were specific to LGBT assault hate crimes.
Sexual prejudice refers to negative attitudes toward an individual because of her or his sexual orientation. In this article, the term is used to characterize heterosexuals' negative attitudes toward (a) homosexual behavior, (b) people with a homosexual or bisexual orientation, and (c) communities of gay, lesbian, and bisexual people. Sexual prejudice is a preferable term to homophobia because it conveys no assumptions about the motivations underlying negative attitudes, locates the study of attitudes concerning sexual orientation within the broader context of social psychological research on prejudice, and avoids value judgments about such attitudes. Sexual prejudice remains widespread in the United States, although moral condemnation has decreased in the 1990s and opposition to antigay discrimination has increased. The article reviews current knowledge about the prevalence of sexual prejudice, its psychological correlates, its underlying motivations, and its relationship to hate crimes and other antigy behaviors.
In this article, Carla Rensenbrink explores the question of what difference it makes to be a lesbian teacher, for the teacher herself and for her students. Rensenbrink focuses her exploration by telling the story of Rosemary Trowbridge, a fifth-grade teacher who comes out as a lesbian to her students and colleagues. Drawing on interviews and visits to Rosemary's classroom, the author notes ways in which Rosemary's lesbianism does make a positive difference in her classroom. She makes connections between Rosemary's identity as a lesbian and the fact that her classroom represents a safe place where students feel comfortable questioning the culture and taking an active stand.
We assessed whether homophobic name-calling accounts for the relationship between gender nonconformity and mental health (social anxiety and psychological distress) in a sample of 1,026 Dutch adolescents (boys: n = 517) ages 11 to 16 (Mage = 13.4). We also explored whether this hypothesized mediation differs by sexual attraction and biological sex. Data were collected by means of paper-and-pencil questionnaires at five secondary schools located in urban areas in the Netherlands. Mediation analysis indicated that gender nonconformity was related to both social anxiety and psychological distress partially via homophobic name-calling. Moderated mediation analysis further showed that the mediating role of homophobic name-calling varied according to levels of same-sex attraction (SSA) and biological sex. The mediation effects increased in magnitude when levels of SSA increased and were significant only for adolescents with mean and high levels of SSA. The mediation effects were significant for boys and girls in general, although the mediation effects were stronger for boys than for girls. Our findings emphasize the importance of research and school-level interventions to focus on factors that promote acceptance of cross-gender behavior among adolescents.
Alcohol-related violence and other types of victimisation are prevalent, but unevenly distributed across the population. The study investigated the relationship between alcohol-related victimisation and sexual orientation (heterosexual, homosexual, bisexual, other) in a national sample.
The study used cross-sectional data from the 2010 Australian National Drug Strategy Household Survey. Logistic regression was used to assess the association of sexual orientation with three types of victimisation (verbal abuse, physical abuse and feeling threatened by a person intoxicated on alcohol in the last 12 months) and controlled for probable confounding variables.
Of 24 858 eligible respondents aged 14 years or older, 26.8% experienced victimisation. Less than 30% of heterosexual men and women suffered victimisation compared with nearly 50% of gay men and bisexual women. Controlling for alcohol, tobacco and illicit drug use, age group, mental health, Indigenous status and socioeconomic factors, logistic regression, stratified by gender, found that the odds of both verbal [adjusted odds ratio (AOR) = 1.52] and physical abuse (AOR=2.04) were greatest for lesbians, while gay men had the greatest odds (AOR=2.25) of feeling threatened.
Across all types of victimisation, some or all sexual minority groups had increased odds of being victimised in the last 12 months compared with their heterosexual counterparts. The pattern of results shows the importance of disaggregating sexual minority status in considering the impact of alcohol-related victimisation and in developing interventions or policies. [Tait RJ. Alcohol-related victimisation: Differences between sexual minorities and heterosexuals in an Australian national sample. Drug Alcohol Rev 2015].
© 2015 Australasian Professional Society on Alcohol and other Drugs.
