Literaturnachweis - Detailanzeige
| Autor/inn/en | Müller, Johannes; Böhlke, Nicola |
|---|---|
| Titel | Physical Education from LGBTQ+ Students' Perspective. A Systematic Review of Qualitative Studies |
| Quelle | In: Physical Education and Sport Pedagogy, 28 (2023) 6, S.601-616 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1740-8989 |
| DOI | 10.1080/17408989.2021.2014434 |
| Schlagwörter | Physical Education; LGBTQ People; Student Attitudes; Social Bias; Bullying; Educational Research; Peer Relationship; Student Characteristics; Verbal Communication; Gender Differences; Research Design; Foreign Countries; Canada; New Zealand; Spain |
| Abstract | Background: Prior research has shown that homophobia and transphobia are widespread in schools, some studies even indicate that the prevalence of harassment towards LGBTQ+ (lesbian, gay, bisexual, transgender, queer etc.) individuals in schools is higher than in other social contexts. Recently, several qualitative studies have been published in which, the physical education (PE) experiences of LGBTQ+ students have been examined. Purpose: Firstly, our study aims to identify qualitative studies published on PE from an LGBTQ+ students' perspective through systemic literature search. Secondly, it aims to systematically review the identified studies and present superordinate or recurring findings on the basis of the individual studies. Thereby, we analyze and compare the previous findings of the included studies to uncover how heteronormative structures and conditions influence LGBTQ+ students' experiences of PE. Thirdly, it aims to identify research gaps and provide direction for future investigations. Research design: Our study was conceived as a systematic literature review. Relevant social and sports sciences databases were selected and searched for previously published (between 2010 and 2020) qualitative studies on the PE experiences of LGBTQ+ students. The analysis of the data extracted from the studies was based on content analysis. Results: A total of ten studies were identified that met our inclusion criteria. The total sample of our review comprises 227 persons from six different countries. Our analysis shows that PE is partly structured in a heteronormative fashion in all countries where studies were conducted and thus, the subject proves to be a negatively shaped space of experience for many LGBTQ+ students. The comparative analysis of the studies reveals that the partly heteronormative organization of PE and the built environment turn out to be neuralgic points, that particularly cause subjective problems and challenges for trans and intersex students. Furthermore, our analysis demonstrates that language and interactions between classmates are the main drivers of discrimination. Thereby, gay male and trans students within the LGBTQ+ group seem to be in particular exposed to verbal and physical harassment by fellow students, which can be understood as acts of homophobia and heterosexism. Overall, the studies barely mention any negative PE experiences of lesbian students and positive experiences of LGBTQ+ students in PE are only reported in few investigations. Discussion: The review reveals a few conspicuous features with regard to the research situation on 'LGBTQ+ in PE': Overall, the research to date has focused very strongly on trans and male gay students. The sampling strategy of some studies is particularly problematic, as some of the researchers interview people up to 60 years old about their experiences of decades ago. Against the background of social changes, it must be questioned to what extent such findings can claim current validity. This bias must therefore be taken into account when interpreting results and drawing conclusions. (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 |
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