“你不是真的。”LGBTQ+青年和在学校为身份而奋斗

IF 3.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Review Pub Date : 2023-09-15 DOI:10.1080/00131911.2023.2254514

Richard Harris, Ann E. Wilson-Daily, Markus Kemmelmeier, Meggie Copsey-Blake

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引用次数: 0

摘要

本研究探讨了英格兰南部六所中学中LGBTQ+学生所面临的挑战。根据五所学校(n = 257)的调查数据，以及六所学校33名学生的焦点小组，本研究着眼于学校文化和学校氛围的运作方式，以及它们如何影响LGBTQ+青少年的经历。本文探讨了学校文化和气候如何挑战和偶尔肯定LGBTQ+身份，以及LGBTQ+青少年如何试图调解学校文化和气候带来的挑战。学校之间的比较表明，有些学校提供更具包容性的环境，但这通常是在学校气候的层面上，而不是整体文化。一般来说，学校应该寻求创造更具包容性的学校文化，肯定年轻人的LGBTQ+身份。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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“You’re just not real”. LGBTQ+ youth and the struggle for identity in school

This study explores the challenges of students who identify as LGBTQ+ in six secondary schools in the south of England. Drawing on survey data from five schools (n = 257), and focus groups in six schools with 33 students, this study looks at the way that school culture and school climate operate and how these impact on the experiences of LGBTQ+ youngsters. This paper examines how school culture and climate serve to challenge, and occasionally affirm, LGBTQ+ identities, and how LGBTQ+ youngsters try to mediate the challenges raised by the culture and climate within schools. The comparison between schools shows that some provide more inclusive environments, but this is often at the level of the school climate, rather than the overall culture. Generally, schools should be looking to create more inclusive school cultures that are affirming of young people’s LGBTQ+ identities.

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来源期刊

Educational Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

3.00%

发文量

105

期刊介绍： Educational Review is a leading journal for generic educational research and scholarship. For over seventy years it has offered scholarly analyses of global issues in all phases of education, formal and informal. It publishes peer-reviewed papers from international contributors across a range of education fields and or perspectives including pedagogy and the curriculum, history, philosophy, psychology, sociology, international and comparative education and educational leadership. Articles offer original insights to formal and informal educational policy, provision, processes and practice and the experiences of all those involved in many countries around the world. The editors welcome high quality, original papers which encourage and enhance debate on social justice and critical enquiry in education, besides innovative new theoretical and methodological scholarship. The journal offers six editions a year. The Board invites proposals for special editions as well as commissioning them.