Literaturnachweis - Detailanzeige
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 |
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) 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |