'I just want to feel like I'm part of everyone else': how schools unintentionally contribute to the isolation of students who identify as LGBT+.
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| Title: | 'I just want to feel like I'm part of everyone else': how schools unintentionally contribute to the isolation of students who identify as LGBT+. |
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| Authors: | Harris, Richard, Wilson-Daily, Ann E., Fuller, Georgina |
| Source: | Cambridge Journal of Education. Apr2022, Vol. 52 Issue 2, p155-173. 19p. 3 Charts, 2 Graphs. |
| Subjects: | LGBTQ+ people, Students, Timeout method, Support groups, Secondary schools |
| Abstract: | This study explores the experiences of students who identify as LGBT+ in six secondary schools in the south of England. Drawing mainly on data from five student focus groups, one student interview and nine teacher interviews, supplemented by a survey of staff and a review of school policy documents, this study examines how schools unwittingly increase LGBT+ students' sense of isolation. Using a framework that identifies different forms of isolation, this study found that use of gendered spaces, the creation of 'safe' spaces such as support groups and the school curriculum can exacerbate students' feelings of isolation, despite the good intentions of schools. Understanding how schools (unwittingly) contribute to LGBT+ students' sense of isolation potentially provides a means to identify more specific ways schools could address this issue. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study explores the experiences of students who identify as LGBT+ in six secondary schools in the south of England. Drawing mainly on data from five student focus groups, one student interview and nine teacher interviews, supplemented by a survey of staff and a review of school policy documents, this study examines how schools unwittingly increase LGBT+ students' sense of isolation. Using a framework that identifies different forms of isolation, this study found that use of gendered spaces, the creation of 'safe' spaces such as support groups and the school curriculum can exacerbate students' feelings of isolation, despite the good intentions of schools. Understanding how schools (unwittingly) contribute to LGBT+ students' sense of isolation potentially provides a means to identify more specific ways schools could address this issue. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0305764X |
| DOI: | 10.1080/0305764X.2021.1965091 |
