{"id":57602,"date":"2021-06-07T00:00:59","date_gmt":"2021-06-07T04:00:59","guid":{"rendered":"https:\/\/world.edu\/?p=57602"},"modified":"2021-06-06T17:55:19","modified_gmt":"2021-06-06T21:55:19","slug":"9-in-10-lgbtq-students-say-they-hear-homophobic-language-at-school-and-1-in-3-hear-it-almost-every-day","status":"publish","type":"post","link":"https:\/\/world.edu\/9-in-10-lgbtq-students-say-they-hear-homophobic-language-at-school-and-1-in-3-hear-it-almost-every-day\/","title":{"rendered":"9 in 10 LGBTQ+ students say they hear homophobic language at school, and 1 in 3 hear it almost every day"},"content":{"rendered":"

\"\"<\/p>\n

Bills in the\u00a0federal<\/a>\u00a0and\u00a0New South Wales<\/a>\u00a0parliaments have sought to stop teachers talking about gender and sexuality diversity in the name of either religious freedom or parents\u2019 rights.<\/p>\n

If passed in its current form, the NSW\u00a0Education Legislation Amendment (Parental Rights) Bill 2020<\/em>\u00a0would prohibit teachers from discussing gender and sexuality diversity. It would also make offering targeted, requested support to gender and sexuality diverse (often known as LGBTQ+) students grounds for revoking teachers\u2019 accreditation.<\/p>\n

At NSW universities, the bill will mean programs that educate student teachers about the existence of LGBTQ+ students and how best to support them at school would be at risk of losing their accreditation. The same goes for registered professional development of NSW teachers.<\/p>\n

Such bills fail to acknowledge the daily realities for many LGBTQ+ youth. These young people experience one of the\u00a0highest rates of school bullying<\/a>\u00a0in the Asia-Pacific and are almost\u00a0five times more likely to attempt suicide<\/a>\u00a0than their peers.<\/p>\n

My recent report,\u00a0Free2Be \u2026 Yet?<\/a>\u00a0\u2014 the second national study of Australian high school students who identify as gender and sexuality diverse \u2014 shows alarming rates of homophobic language used in Australian schools. And worse, it shows that, at least from the perspective of students, teachers rarely intervene.<\/p>\n

What LGBTQ+ students said<\/strong><\/h4>\n

The report presents findings from a national survey of 2,376 LGBTQ+ high school students, aged 13\u201318. The participants went to government, Catholic and independent schools.<\/p>\n

The central aim of the research was to investigate the frequency of harassment and violence towards LGBTQ+ students at school. I also wanted to explore associations between elements of the school climate \u2014 with respect to gender and sexuality diversity \u2014 and the school well-being of these students.<\/p>\n

Almost 30% of participants said they had personally experienced or witnessed physical harassment directed at LGBTQ+ students. This group told stories of violence at school, with limited teacher intervention or discussion about the issues.<\/p>\n

Of 93% of students who said they had heard homophobic language at school, 37% heard this \u201calmost every day\u201d. Only 6% of students said adults \u201calways\u201d intervened to stop this language.<\/p>\n

One year 9 girl who identifies as pansexual wrote:<\/p>\n

My classmates call everyone faggots all the time and the teachers just pretend they don\u2019t hear it.<\/em><\/p><\/blockquote>\n

In some cases, students wrote about how the LGBTQ+ student was blamed for the event:<\/p>\n

A year 12 boy who identifies as gay said:<\/p>\n

[A student] threw a rotten apple at the back of my head after telling me that the common room is for \u2018normal straight people only\u2019. The teacher present then told me I had to leave because I was causing trouble by being there.<\/em><\/p><\/blockquote>\n

LGBTQ+ students who went to schools where peers used homophobic and transphobic language more often and with less intervention from adults reported feeling significantly less connected to their school.<\/p>\n

They also said they were less confident their teachers could manage bullying and keep them safe. And they were less assured their teachers were personally invested in them and their academic success.<\/p>\n

A diverse-positive school climate<\/strong><\/h4>\n

A school climate that views gender and sexuality diversity positively is related to LGBTQ+ students\u2019 sense of connection and personal investment in school.<\/p>\n

In this survey, LGBTQ+ students scored worse than mainstream peers on nearly every measure of school-based well-being. This included their sense of connectedness to school, a\u00a0known predictor of academic achievement<\/a>.<\/p>\n

However, where LGBTQ+ students attended schools that explicitly named sexual orientation as a protected category in their harassment policy, those students\u2019 school-based well-being exceeded those of their mainstream peers.<\/p>\n

Around three-quarters of students who were in year 9 and above said it was \u201cdefinitely\u201d or \u201cmostly\u201d false they had learned about a range of gender and sexuality diverse identities in their health and physical education classes.<\/p>\n

LGBTQ+ students who reported more inclusion of diversity issues in their curriculum had significantly better school-based well-being than LGBTQ+ students in schools with little to no inclusion.<\/p>\n

Unsurprisingly, LGBTQ+ students with higher levels of these forms of well-being were significantly more likely to say they would attend university.<\/p>\n

Teacher attitudes make a difference<\/strong><\/h4>\n

The study also measured how LGBTQ+ students perceived themselves academically \u2014 known as \u201cacademic self-concept\u201d. This is measured using eight items that include statements such as: \u201ccompared to others my age, I am good at most school subjects\u201d and \u201cit is important to me to do well in most school subjects\u201d.<\/p>\n

The survey then asked students to indicate how true it was that their \u201cteachers talk about same-sex attraction (lesbian, gay or bisexual people or topics) in a positive way\u201d. Response options ranged from \u201cdefinitely false\u201d to \u201cdefinitely true\u201d.<\/p>\n

Looking at students\u2019 mean (average) academic self-concept score against their ratings of teacher positivity, results show that where students viewed their teachers as more positive about same-sex attraction across each of the six response options, they also reported higher academic self-concept.<\/p>\n

\"\"<\/p>\n

Likewise, students were asked to indicate how frequently their teachers \u201cdo something or say something positive, like stop the student(s) or talk to them about using that language\u201d when \u201cnegative language about lesbians, gays or bisexual people is used by students and a teacher or school staff member is present\u201d. Response options ranged from \u201calways\u201d to \u201cnever\u201d.<\/p>\n

As the graph below shows, students who indicated that their teachers \u201calways\u201d intervened had the highest average academic self-concept, with students who indicated their teachers \u201cnever\u201d intervened, reporting the lowest average academic self-concept.<\/p>\n

\"\"<\/p>\n

These results show more training and encouragement should be given to Australia\u2019s teachers to speak out against homophobic and transphobic harassment and violence in ways that educate students and reduce its incidence. Such efforts, alongside positive inclusion, can enable LGBTQ+ students to reach their full potential.<\/p>\n

Author Bio:<\/strong> Jacqueline Ullman is <\/span>Associate Professor in Adolescent Development, Behaviour and Wellbeing at Western Sydney University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Bills in the\u00a0federal\u00a0and\u00a0New South Wales\u00a0parliaments have sought to stop teachers talking about gender and sexuality diversity in the name of either religious freedom or parents\u2019 rights. If passed in its current form, the NSW\u00a0Education Legislation Amendment (Parental Rights) Bill 2020\u00a0would prohibit teachers from discussing gender and sexuality diversity. It would also make offering targeted, requested […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":57603,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[401004],"coauthors":[11733],"class_list":["post-57602","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-gender-and-sexuality-diversity"],"acf":[],"yoast_head":"\n9 in 10 LGBTQ+ students say they hear homophobic language at school, and 1 in 3 hear it almost every day - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/9-in-10-lgbtq-students-say-they-hear-homophobic-language-at-school-and-1-in-3-hear-it-almost-every-day\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"9 in 10 LGBTQ+ students say they hear homophobic language at school, and 1 in 3 hear it almost every day - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Bills in the\u00a0federal\u00a0and\u00a0New South Wales\u00a0parliaments have sought to stop teachers talking about gender and sexuality diversity in the name of either religious freedom or parents\u2019 rights. 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