"Can Anybody Help Me?" High School Teachers' Experiences on LGBTphobia Perception, Teaching Intervention and Training on Affective and Sexual Diversity

Dados Bibliográficos

ID3660028
AutoresAdalberto Aguirre (0000-0002-1004-8046, Science Education, Universitat Jaume I, Castellon, Spain, autor correspondente), Lidón Moliner (0000-0003-0143-898X, Science Education, Universitat Jaume I, Castellon, Spain), Andrea Francisco (0000-0003-0039-5818, Science Education, Universitat Oberta de Catalunya, Barcelona, Spain)
Ano2021
Volume68
Fascículo14
Páginas2430-2450
Data de publicação2021-12-06
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Homosexuality (JOURNAL)
Identificadores do periódicoISSN: 0091-8369 • E-ISSN: 1540-3602
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00918369.2020.1804265
PMID32870752
OpenAlexW3081873780
IdiomaEN
Citações recebidas19
Referências citadas34

This article analyzes the perceptions of sexual affective diversity among teachers in Spanish high schools. Specifically, we address LGBTphobia, and teacher intervention and training through a survey study of 119 teachers. We administered a questionnaire to investigate these issues based on other studies. The data were analyzed on the basis of descriptive statistics. We attempted to answer three research questions: How do teachers analyze LGBTphobia in high schools? What is their experience and teaching intervention with regard to affective and sexual diversity? What perception exists in high schools about the need for training and education on affective and sexual diversity? The study concludes that high schools and their communities remain hostile places for LGBT students. Therefore, incorporating training into teaching practice and rethinking pedagogy from a queer perspective is fundamental to building an inclusive educational culture

Descriptive statistics · Diversity (politics · Intervention (counseling · Pedagogy · Perception · Perspective (graphical · Queer · Sociology · Gender and Feminist Studies · LGBTQ Health, Identity, and Policy · Psychology