Binary-Trans, Non-Binary and Gender-Questioning Adolescents' Experiences in UK Schools

Autor/inn/en	Bower-Brown, Susie; Zadeh, Sophie; Jadva, Vasanti
Titel	Binary-Trans, Non-Binary and Gender-Questioning Adolescents' Experiences in UK Schools
Quelle	In: Journal of LGBT Youth, 20 (2023) 1, S.74-92 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-1653
DOI	10.1080/19361653.2021.1873215
Schlagwörter	LGBTQ People; Student Experience; Adolescents; Foreign Countries; Social Bias; Educational Discrimination; Educational Environment; Curriculum; Interpersonal Relationship; Coping; Bullying; Self Disclosure (Individuals); Cognitive Restructuring; United Kingdom (England); United Kingdom (Scotland); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Studienerfahrung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Curricula; Lehrplan; Rahmenplan; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bewältigung; Mobbing
Abstract	A growing number of adolescents are using a number of different identities to describe their gender. Schools have been noted for their uninclusive environments and high levels of discrimination for LGBTQ + individuals, yet research has neglected the school experiences of UK gender-diverse adolescents. This article explores the school experiences and navigation strategies of gender-diverse adolescents in the UK, examining the experiences of binary-trans, non-binary and gender-questioning adolescents separately. The data presented in this article come from a large survey of LGBTQ + young people's social experiences; a subsample of 74 adolescents' (25 binary-trans, 25 non-binary, and 24 gender-questioning) open-ended responses were selected for qualitative thematic analysis. Findings highlight that gender-diverse adolescents experience discrimination within the school environment from the curriculum, space, peers and teachers, and a number of strategies, including disclosure negotiation, cognitive restructuring and proactive protection, are used to navigate this environment. Findings shed light on the school experiences of gender-diverse adolescents, and suggest that the British school system is fundamentally unsuitable for non-binary and gender-questioning identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01