Creating an LGBTQ+-Affirming Locker Room: Education for Prevention

Autor/inn/en	Iida, Paul Chamness; McGivern, Cuhullan Tsuyoshi
Titel	Creating an LGBTQ+-Affirming Locker Room: Education for Prevention
Quelle	In: Multicultural Education, 26 (2019) 2, S.17-22 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	LGBTQ People; Recreational Facilities; Athletes; Athletics; Social Bias; Educational Environment; Student Diversity; Elementary Secondary Education; Postsecondary Education; Higher Education; Program Effectiveness; Student Needs + Suchen Sie Ihr Suchwort? Freizeiteinrichtung; Athlet; Leichtathletik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Society is seeing a steady increase in the visibility of LGBTQ+1 individuals in the public, and the general workplace is becoming, at least partially, more supportive, with increasing protections and benefits for the LGBTQ+ community. However, even with this progress, homophobia continues to run rampant in the area of team sport and exercise. The development of clear diversity educational procedures at professional sport organizations, universities, and other educational institutions will help to increase diversity awareness for a safer and more welcoming sport environment where all LGBTQ+ athletes can feel secure and be respected. This article proposes that athletics in educational settings should establish an active educational program that is used to truly educate athletes to prevent discrimination rather than as punishment after such an incident takes place. Although each educational program should be established according to the individual needs of the institution, the authors propose that these programs be based on eight principles, provided in the article, that were inspired by Banks et al. (2001). Banks' original 12 essential principles were created in an effort to encourage improvement in policies and practices in educational settings in terms of their relationship to racial/ethnic diversity. The focus of these principles was K-12 schools and general applicability related to these schools. However, with some revision to fit this context, the authors propose a similar set of principles as a guideline for athletic programs in educational settings, both secondary and tertiary institutions, to create an environment that is welcoming of LGBTQ+ athletes. Although the eight principles provided in this article are based on solid research found in the field of multicultural education, there is a need for research to explicitly examine how athletic programs work to foster a positive environment for all of their athletes. What measures have these programs taken to promote an LGBTQ+-friendly environment? To what extent do they work? What are their shortcomings? To what extent are the needs for gay, lesbian, and transgender athletes similar and different? How can athletic programs meet these needs most effectively? These are questions that remain unanswered and for which empirical evidence is still needed. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01