Abstract:
This presentation explores the nature of homophobia and transphobia experienced by gender and sexuality diverse young people, 16-27, in Australian schools. Further, a focus is given to young people’s responses to this behaviour, the short-term and long-term impact of this behaviour on their lives, and what schools can do to counteract homophobia and transphobia to improve the schooling experiences of gender and sexuality diverse young people—improvements that will be beneficial for all students. The discussion is based on quantitative and qualitative research findings from the Growing Up Queer project funded by the Collaborative Research Centre, Young and Well. In this study 1032 gender and sexuality diverse young people participated in an on-line survey, and an additional 20 participated in focus groups, exploring a range of issues associated with identity, gender, sexuality, health and wellbeing, and technology. More specifically, the study focused on: experiences of homophobia and transphobia inside and outside schooling, ‘coming out’ in the family, accessing and utilizing support services, and the nature of their technology use related to gender and sexuality identities. A further focus group was held with the professionals working with the 20 young people, who were from a community service supporting gender and sexuality diverse people, which explored their experiences and perspectives of the issues facing these young people.
The findings of this research reinforce those found in similar studies in this area, highlighting the ways in which schools constitute and perpetuate homophobic, transphobic and heteronormative discourses through the curriculum, teacher pedagogies, and students’ cultural practices. The participants in this research, both young people and those who worked with them, highlighted schools as sites in which homophobia and transphobia were especially prevalent. Largely, participants’ peers were the primary perpetrators of this behaviour, but some also identified some teachers as the instigators of homophobia and transphobia. The behaviours encountered by these young people were rarely a one-off occurrence but rather a prolonged experience over many of their schooling years. Young people’s occurrences of abuse were varied and extensive, having short-term and long-term impacts on their health and wellbeing and educational experiences and outcomes.
The findings of this research reinforce those found in similar studies in this area, highlighting the ways in which schools constitute and perpetuate homophobic, transphobic and heteronormative discourses through the curriculum, teacher pedagogies, and students’ cultural practices. The participants in this research, both young people and those who worked with them, highlighted schools as sites in which homophobia and transphobia were especially prevalent. Largely, participants’ peers were the primary perpetrators of this behaviour, but some also identified some teachers as the instigators of homophobia and transphobia. The behaviours encountered by these young people were rarely a one-off occurrence but rather a prolonged experience over many of their schooling years. Young people’s occurrences of abuse were varied and extensive, having short-term and long-term impacts on their health and wellbeing and educational experiences and outcomes.