Non-Normative Gender and Sexual Identities in Schools: - Schools Out

Introduction
Interview Schedule for Gay Teachers
My research is looking into how the school environment
affects young peoples sexual and/or gender identity development,
focussing on the difficulties faced by young people who identify, or who are
beginning to identify, as lesbian, gay, bisexual or transgender (LGBT).
I’m concentrating on how homophobia, bi-phobia, transphobia and a culture
of heteronormativity/heterosexism (the presumption of heterosexuality –
clarify at this stage understanding of this and which terms they would prefer
I use) in school culture has affected young LGBT people and also, to a lesser
extent, on how these factors affect LGBT identified or LGBT perceived
teachers.
My View:
I feel there continues to be little opportunity for LGBT teachers to be
positively visible at work and that there are major barriers for pupils to
negotiate non-normative gender and/or sexual identities at school, such as
apathy towards homo/bi/transphobia issues from staff.
I believe the recent research on the extent and nature of homo/bi/transphobic
bullying in schools, e.g. Stonewall School Report 2007 is vital. It highlights
not only the extent of overt homo/bi/transphobic bullying in schools, but
also an underlying heteronormative culture and apathetic attitude to
homo/bi/transphobia from staff and other pupils within which
homo/bi/transphobic language is commonplace and that is fuelling
discrimination.
However, whilst this research is vital, it is not within its remit to fully
address how such apathy and discrimination is affecting young people
who are negotiating LGBT identities at school – I aim to start this process
with my research.