教师对支持LGBT+学生所遇到的问题和障碍的知识和意识探索——爱尔兰一所天主教中学的研究

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2023-01-30 DOI:10.1080/10665684.2023.2170301

S. McShane, M. Farren

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引用次数: 2

摘要

摘要在这项研究中，我们重点关注了爱尔兰一所天主教中学的教师对LGBT+问题的认识和认识。我们探讨了教师遇到的阻碍他们公开支持LGBT+学生的障碍。在这项研究中，40名教师完成了一份在线问卷，随后进行了一次由6名教师组成的小型焦点小组访谈。研究结果表明，教师对LGBT+问题缺乏了解，大多数教师没有接受过任何与此相关的培训。这可能与他们对帮助LGBT+学生的政策、支持和资源缺乏认识有关。研究结果表明，教师缺乏自我意识，因为一些教师不支持影响LGBT+学生的问题，但认为情况并非如此。从结果中也可以清楚地看出，由于学校的天主教精神，人们对讨论和支持什么是可以接受的看法不一。这些发现反映了支持LGBT+学生的几个障碍和问题。

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An Exploration of Teachers’ Knowledge and Awareness of Issues and Barriers Encountered in Supporting LGBT+ Students: A Study in a Catholic Secondary School in Ireland

ABSTRACT In this study, we focused on teachers’ knowledge and awareness of LGBT+ issues in a Catholic secondary school in Ireland. We explored the barriers teachers encounter that prevent them from being openly supportive of LGBT+ students. For this study, 40 teachers completed an online questionnaire, which was followed by a smaller focus group interview comprising 6 teachers. The findings demonstrate a lack of knowledge about LGBT+ issues among teachers, and the majority have not received any training related to this topic. This can be linked with their lack of awareness of policies, supports, and resources available to help LGBT+ students. The findings suggest a lack of self-awareness because some teachers were not supportive of issues that affect LGBT+ students but believed otherwise. It also is clear from the results that there are mixed perceptions of what is acceptable to discuss and support due to the Catholic ethos of the school. These findings reflect several barriers to supporting LGBT+ students and issues.

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来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.