英格兰和威尔士高等教育中 LGBT+ 的代表性

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-06-22 DOI:10.1080/01425692.2024.2369922

John Armstrong, Alice Sullivan

引用次数: 0

摘要

本文调查了英格兰和威尔士高等教育中男女同性恋、双性恋和变性者（LGBT+）在教职员工和学生中所占的比例。我们将 2021 年英格兰和威尔士人口普查的数据与高等教育机构的数据进行了比较。

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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LGBT+ representation higher education in England and Wales

This paper investigates the level of LGBT+ representation among staff and students in higher education in England and Wales. We compare data from the 2021 England and Wales Census to Higher Educati...

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来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.