Revisiting past experiences of LGBTQ+-identifying students: an analysis framed by the UN’s Sustainable Development Goals

Download

Preview

Text (Open Access) - Published Version
· Available under License Creative Commons Attribution.
· Please see our End User Agreement before downloading. | Preview

Available under license: Creative Commons Attribution

Advice

Please see our End User Agreement.

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

Tools

Lists

Wilson-Daily, A. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Sebares-Valle, G. and Sabido-Codina, J. (2022) Revisiting past experiences of LGBTQ+-identifying students: an analysis framed by the UN’s Sustainable Development Goals. Sustainability, 14 (23). 16213. ISSN 2071-1050 doi: 10.3390/su142316213

Abstract/Summary

The United Nations (UN) places inclusive and equitable lifelong quality education at the center of its Sustainable Development Goal (SDG) 4: Quality Education. Nevertheless, the express inclusion of gender non-conforming and sexual minority students is omitted from UN communications. Drawing on interview and focus group data with recent secondary graduates who identify as LGBTQ+ (n = 20), we investigate their experiences, in terms of equity and inclusivity and lack thereof, in schools during the first years of the SDG-era in Spain (the data collection type respected participants’ personal preferences). Three SDGs, complementary to SDG4, were used as a framework for data analysis: SDG3 Good Health and Well-being, SDG5 Gender Equality, and SDG10 Reduced Inequalities, with SDG4 interconnectedly at the center of the overarching analyses. Participants reported preventable aggressions that affected their mental health and wellbeing in schools, receiving little LGBTQ+-related content in classes other than one-off mentions, and reflected on gender inequalities in their treatment from both peers and teachers. The authors discuss the need for local and national development education action plans and policies to address the exclusion and marginalization of LGBTQ+ students in Spanish high schools and elsewhere.

Altmetric Badge

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/109712
Identification Number/DOI	10.3390/su142316213
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
Uncontrolled Keywords	LGBTQ+ students; secondary schools; SDGs; inclusive education; global citizenship and sustainability; social science in sustainability
Publisher	MPDI
Download/View statistics	View download statistics for this item

Download Statistics

Downloads

Downloads per month over past year

Deposit Details

Date Deposited:	12 Jan 2023 15:50	Date item deposited into CentAUR
Last Modified:	09 Jun 2024 09:17	Date item last modified

References

1. AUPDCS. Asociación Universitaria del Profesorado de Didáctica de las Ciencias Sociales. Available online: http://didacticaciencias-sociales.org/publicaciones/libros/ (accessed on 19 May 2022). 2. EuroClio. Manifesto on High Quality History, Heritage and Citizenship Education: 15 Principles for the Recognition of the Distinctive Contribution of History to the Development of Young People. Available online: https://euroclio.eu/wpcontent/uploads/2015/10/EuroClio-Manifesto-on-high-quality-history-heritage-and-citizenship-education.pdf (accessed on 19 May 2022). 3. NCSS. National [US] Council of Social Studies Strategic Plan. Available online: https://www.socialstudies.org/about/strategicplan (accessed on 19 May 2022). 4. United Nations. The Sustainable Development Goals Report 2020; United Nations: New York, NY, USA, 2020; Available online: https://unstats.un.org/sdgs/report/2020/The-Sustainable-Development-Goals-Report-2020.pdf (accessed on 19 May 2022). 5. de Paula Arruda Filho, N. The agenda 2030 for responsible management education: An applied methodology. Int. J. Manag. Educ. 2017, 15, 183–191. [CrossRef] 6. Storey, M.; Killian, S.; O’Regan, P. Responsible management education: Mapping the field in the context of the SDGs. Int. J. Manag. Educ. 2017, 15, 93–103. [CrossRef] 7. Dörgo˝, G.; Sebestyén, V.; Abonyi, J. Evaluating the interconnectedness of the sustainable development goals based on the causality analysis of sustainability indicators. Sustainability 2018, 10, 3766. [CrossRef] 8. Birkett, M.; Espelage, D.L.; Koenig, B. LGB and questioning students in schools: The moderating effects of homophobic bullying and school climate on negative outcomes. J. Youth Adolesc. 2009, 38, 989–1000. [CrossRef] 9. Feijóo, S.; Rodríguez-Fernández, R. A Meta-Analytical Review of Gender-Based School Bullying in Spain. Int. J. Environ. Res. Public Health 2021, 18, e12687. [CrossRef] 10. Toomey, R.B.; Ryan, C.; Diaz, R.M.; Card, N.A.; Russell, S.T. Gender-nonconforming Lesbian, Gay, Bisexual, and Transgender Youth: School Victimization and Young Adult Psychosocial Adjustment. Dev. Psychol. 2010, 46, 1580–1589. [CrossRef] [PubMed] 11. Harris, R.; Wilson-Daily, A.E.; Fuller, G. ‘I just want to feel like I’m part of everyone else’: How schools unintentionally contribute to the isolation of students who identify as LGBT+. Camb. J. Educ. 2022, 52, 155–173. [CrossRef] 12. Baiocco, R.; Ioverno, S.; Cerutti, R.; Santamaria, F.; Fontanesi, L.; Lingiardi, V.; Baumgartner, E.; Laghi, F. Suicidal ideation in Spanish and Italian lesbian and gay young adults: The role of internalized sexual stigma. Psicothema 2014, 26, 490–496. 13. García-Vega, E.; Camero, A.; Fernández, M.; Villaverde, A. Suicidal ideation and suicide attempts in persons with gender dysphoria. Psicothema 2018, 30, 283–288. [CrossRef] 14. Hatchel, T.; Merrin, G.J.; Espelage, A.D. Peer victimization and suicidality among LGBTQ youth: The roles of school belonging, self-compassion, and parental support. J. LGBT Youth 2019, 16, 134–156. [CrossRef] 15. Dorey, K.; O’Connor, J. The Sustainable Development Goals and LGBT Inclusion; Stonewall International: London, UK, 2016; Available online: https://www.stonewall.org.uk/system/files/sdg-guide.pdf (accessed on 19 May 2022). 16. Edström, J.; Chopra, D.; Müller, C.; Nazneen, S.; Oosterhoff, P.; Wood, S.; Zambelli, E.; Bannister, A.; Brambilla, P.; Mason, P. Reframing Gender Justice in an Unequal, Volatile World: IDS’ Directions for Future Research on Gender and Sexuality in Development; Institute of Development Studies: Brighton, UK, 2017. 17. Koehler, G. Tapping the Sustainable Development Goals for progressive gender equity and equality policy? Gend. Dev. 2016, 24, 53–68. [CrossRef] 18. Majeedullah, A.; Wied, K.; Mills, E. Gender, Sexuality and the Sustainable Development Goals: A Meta-Analysis of Mechanisms of Exclusion and Avenues for Inclusive Development; IDS Evidence Report No. 206; Institute of Development Studies: Brighton, UK, 2016; Available online: https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/12636/ER206 _GenderSexualityandtheSustainableDevelopmentGoals.pdf?sequence=1 (accessed on 19 May 2022). 19. O’Malley, J.; Holzinger, A. Sexual and Gender Minorities and the Sustainable Development Goals. United Nations Development Programme. 2018. Available online: https://www.undp.org/publications/sexual-and-gender-minorities (accessed on 19 May 2022). 20. Fernández-Paradas, A.-R. Patrimonio y memoria LGBI en las leyes autonómicas en España. Prof. Inf. 2020, 29, 1–15. [CrossRef] 21. Heras-Sevilla, D.; Ortega-Sánchez, D. Evaluation of Sexist and Prejudiced Attitudes toward Homosexuality in Spanish Future Teachers: Analysis of Related Variables. Front. Psychol. 2020, 11, 572553. [CrossRef] 22. Montalbán, F.M.; Domínguez de la Rosa, L.; Márquez, B. Lesbian and gay parenting: Strategies of normalization in Spain. Sex. Res. Soc. Policy 2014, 11, 20–30. [CrossRef] 23. Elipe, P.; de la Oliva Muñoz, M.; del Rey, R. Homophobic bullying and cyberbullying: Study of a silenced problem. J. Homosex. 2018, 65, 672–686. [CrossRef] 24. Sánchez Sibony, A.; Ortega Ruiz, R.; Casas, J.A. Acoso escolar homofóbico: Una mirada internacional. Educ. Futuro 2018, 38, 83–107. 25. Grupo Educación COGAM (2013). Homofobia en Las Aulas, 2013. ¿Educamos en la Diversidad Afectivo Sexual? 2013. Available online: https://www.observatoriodelainfancia.es/ficherosoia/documentos/4163_d_informe-completo-homofobiaen-las-aulas-2013.pdf (accessed on 19 May 2022). 26. Mérida Jiménez, A. “Estic molt cansada de la vostra incapacitat d’acceptar”. Vivències de Joves LGTB a Centres de Secundària d’Osona. Ph.D. Thesis, University of Vic, Vic, Spain, 2018. 27. Moliner, L.; Francisco, A.; Aguirre, A. Teenage attitudes towards sexual diversity in Spain. Sex Educ. 2018, 18, 689–704. [CrossRef] 28. Aguirre, A.; Moliner, L.; Francisco, A. “Can Anybody Help Me?” High School Teachers’ Experiences on LGBTphobia Perception, Teaching Intervention and Training on Affective and Sexual Diversity. J. Homosex. 2021, 68, 2430–2450. [CrossRef] 29. Álvarez, G.; García-Berbén, A.B.; Romo-Avilés, N. Las familias del mismo sexo y el sistema educativo español. Rev. Currículum Y Form. Profr. 2018, 22, 415–431. 30. Harris, R.; Wilson-Daily, A.E.; Fuller, G. Exploring the secondary school experience of LGBT+ youth: An examination of school culture and school climate as understood by teachers and experienced by LGBT+ students. Intercult. Educ. 2021, 32, 368–385. [CrossRef] 31. Penna, M.; Sánchez, M. Evaluación de la homofobia en los futuros docentes de educación secundaria. Rev. Investig. Educ. 2015, 33, 83–98. [CrossRef] 32. Martxueta Pérez, A.; Etxeberria Murgiondo, J. Claves para atender la diversidad afectivo-sexual en el contexto educativo desde un enfoque global escolar [Keys to dealing with sexual-emotional diversity in the educational context from a whole school approach]. Rev. Española Orientación Y Psicopedag. 2014, 25, 121. [CrossRef] 33. LOMCE; Ministerio de Educación y Ciencia. Ley Orgánica 8/2013, de 9 de Diciembre, Para La Mejora de La Calidad Educativa; Ministerio de Educación, Cultura y Deporte: Madrid, Spain, 2013. 34. LOE; Ministerio de Educación y Ciencia. Ley Orgánica 2/2006, de 3 de Mayo, de Educación; Ministerio de Educación y Ciencia: Madrid, Spain, 2006. 35. Schwoob, M.H.; Hege, E.; Aubert, P.M. Making the SDGs Count in the CAP Reform: An Analytical Framework. Issue Brief 4, France. 2018. Available online: https://www.iddri.org/sites/default/files/PDF/Publications/Catalogue%20Iddri/D%C3%A9 cryptage/201804-IB0418EN-SDG%20agri.pdf (accessed on 19 May 2022). 36. Farmer, J.; Knapp, D. Interpretation programs at a historic preservation site: A mixed methods study of long-term impact. J. Mix. Methods Res. 2008, 2, 340–361. [CrossRef] 37. Ravitch, S.M.; Riggan, M. Reason & Rigor: How Conceptual Frameworks Guide Research, 2nd ed.; Sage Publications: Thousand Oaks, CA, USA, 2016. 38. Wilson-Daily, A.E.; Sebares-Valle, G.; Sabido-Codin, J.; Feliu-Torruella, M. LGTBIQ+ en el instituto: Revisando experiencias pasadas desde una perspectiva de género. Rev. Investig. Didáctica Las Cienc. Soc. 2022, 11, 68–84. [CrossRef] 39. Sandelowski, M.; Voils, C.I.; Leeman, J.; Crandell, J.L. Mapping the mixed methods-mixed research synthesis terrain. J. Mix. Methods Res. 2012, 6, 317–331. [CrossRef] [PubMed] 40. Tracy, S.J. Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qual. Inq. 2010, 16, 837–851. [CrossRef] 41. Wilson-Daily, A.E.; Kemmelmeier, M.; Prats, J. Intergroup contact versus conflict in Catalan high schools: A multilevel analysis of adolescent attitudes toward immigration and diversity. Int. J. Intercult. Relat. 2018, 64, 12–28. [CrossRef] 42. Díez Bedmar, M.C. Enseñanza de la Historia en educación preuniversitaria y su impacto en la formación de identidades de género, repercusiones en la Universidad [History teaching in Secondary School and its impact on gender identities: Training impact on the university]. Clío Hist. Hist. Teach. 2015, 41, 6. 43. Payne, E.; Airton, L.; Smith, M. Accounting for Transgender in Pre-Service and In-Service Education; Pre-Publication Draft; Harvard University Press: Cambridge, MA, USA, 2021; Available online: https://www.academia.edu/49050904/Payne_Airton_ and_Smith_2021_Pre_pub_Draft_Accounting_for_Transgender_in_Pre_service_and_In_service_Education_Chapter_Book_ Harvard_Univ_Press (accessed on 29 November 2022). 44. Fernández-Paradas, A.R. Patrimonios invisibles. Líneas de investigación desde la perspectiva de género y la recuperación de la memoria LGTB. Vivat Acad. 2017, 20, 115–134. [CrossRef] 45. Jardón Giner, P. Sandra Rodríguez Salas, Profesora de economía. In Tirant Lo Blanch; Huerta, R., Ed.; Profesorado LGTB: Valencia, Spain, 2021; pp. 261–272. 46. García Luque, A.; De la Cruz Redondo, A. Coeducar para transformar: Directrices educativas para combatir la violencia de género. Rev. UNES. Univ. Esc. Y Soc. 2017, 2, 30–50. 47. Lucas Palacios, L.; Delgado-Algarra, E.J. La coeducación en la educación patrimonial. Resultados de un estudio de caso. Enseñanza Cienc. Soc. Rev. Investig. 2019, 18, 5–15. [CrossRef] 48. Ipsos. LGBT+ Pride 2021 Global Survey Points to a Generation Gap Around Gender Identity and Sexual Attraction. 2021. Available online: https://www.ipsos.com/en/ipsos-lgbt-pride-2021-global-survey (accessed on 29 November 2022). 49. Jones, J.M. LGBT Identification in U.S. Ticks Up to 7.1%; Gallup: Washington, DC, USA, 2021; Available online: https://news. gallup.com/poll/389792/lgbt-identification-ticks-up.aspx (accessed on 19 May 2022). 50. ONS. Sexual Orientation, UK: 2020. 2022. Available online: https://www.ons.gov.uk/peoplepopulationandcommunity/ culturalidentity/sexuality/bulletins/sexualidentityuk/2020 (accessed on 19 May 2022). 51. Pachankis, J.E.; Bränström, R. Hidden from happiness: Structural stigma, sexual orientation concealment, and life satisfaction across 28 countries. J. Consult. Clin. Psychol. 2018, 86, 403–415. [CrossRef] 52. OECD. Over the Rainbow? The Road to LGBTI Inclusion; OECD: Paris, France, 2020; Available online: https://www.oecd.org/ spain/OECD-LGBTI-2020-Over-The-Rainbow-SPAIN.pdf (accessed on 19 May 2022). 53. Carreño, B. Far-right Vox challenges Spain’s acceptance of LGBT rights. Reuters 2019, 18, 2020. Available online: https: //www.reuters.com/article/us-spain-politics-vox-lgbt-idUSKCN1SU1OC (accessed on 19 May 2022). 54. Marco, L. Vox Aplaude el Secuestro de 34 Libros LGTBI en los Institutos de Castellón; ElDiario.es: Madrid, Spain, 2021; Available online: https://www.eldiario.es/comunitat-valenciana/vox-aplaude-secuestro-32-libros-lgtbi-institutos-castellon_1_8402799. html (accessed on 19 May 2022).

University Staff: Request a correction | Centaur Editors: Update this record

Search Google Scholar