A path is emerging: Steps towards an LGBT+ inclusive education for Mexican students

Mexican schools are in crisis, where LGBT+ students face constant violence and discrimination. In the past decade, civil society has led the way in evaluating school climate and assessing LGBT+ students’ needs in Mexican schools. Unsurprisingly, individuals most affected by this violence and discrimination, LGBT+ individuals, have pushed these efforts forward as they conduct research, create resources, and facilitate workshops. In this article, we show how civil society has been the leader on advocating for LGBT+ inclusive education in Mexico. We justify this claim by exploring the existing research at the national, regional, and international levels, showing that much of what is present stems from civil society’s ongoing efforts. We then analyze the current legal framework aimed at protecting students against discrimination. We also discuss existing tools and advancements designed to promote inclusive classrooms, from both a public policy and civil society perspective. We conclude by punctuating the necessity and urgency of utilizing civil society in reforms that advocate for inclusion to better formulate public policies and establish direct, sustainable ties to the individuals and communities most in need.

SOGI statements and LGBT+ student care in Christian schools

This article discusses a sexual orientation and gender identity (SOGI) statement widely used in Christian schools in light of its expressed commitment to treating all persons with compassion, love, kindness, respect, and dignity. I argue that this commitment is undermined by other parts of the statement which fail to address, and even exacerbate, the harms LGBT+ students experience in schools. I suggest revisions to the SOGI statement and a range of practices that would improve LGBT+ student safety and support in Christian schools that hold a traditional view of marriage.

LGBT College Student Career Development

LGBT college students need mentorship regarding their career development from their faculty members. This paper provides an informed approach, grounded in Social Cognitive Career Theory and supported by empirical research, for faculty members to provide effective career guidance specifically tailored for LGBT students. Goals and recommendations for career advising with LGBT students are provided using an SCCT-informed approach, given the unique needs and experiences of LGBT students. Explanations of how SCCT offers a relevant understanding to faculty members, as well as instructions for how to appropriately advise LGBT students in their career development is provided. Conclusions and future directions are also discussed.

Students, professors and sexual diversity: acknowledging LGBT+ students and their school experience in university

This paper aims to explore the interactions between university professors and higher education students who identify as lesbian, gay, bisexual, transsexual, transgender, intersex, queer and other non-heterosexual identities or orientations (LGBT+). Three theoretical-methodological dimensions are used to explore: a) the academic experiences of LGBT+ university students and the interactions with their university professors; b) the institutional and academic approaches towards sexual diversity in the student population; and c) aspects of their sexual identity. A descriptive case study was designed and the empirical information that supported it came from 31 interviews conducted with LGBT+ university students, enrolled in 11 higher education institutions in Sonora, Mexico. The findings indicate professors abuse their power as teachers: they impose heteronormative interactions in the classroom, discriminating against and acting hostile towards LGBT+ students, negatively affecting them in academic and emotional ways. Only in a few cases, professors displayed inclusive pedagogical practices in front of sexual diversity. This study shows that being an LGBT+ student negatively affects their learning, because respect for their diversity, a fundamental human right, is compromised by their sexual orientation, resulting in an unequal treatment in higher education institutions. Governments and institutions must promote actions for the full integration of these students into academic spaces, where their rights are recognized and respected. In these possible actions, the role of the professor is especially important, because it's a key actor for the successful inclusion of LGBT+ students in higher education institutions.

“We Already Do Enough Around Equality and Diversity”: Action Taken by Student Union Officers to Promote LGBT+ Inclusion in University Sport

Sport is often considered an important part of United Kingdom (U.K.) university life. However, a limited amount of research has explored inclusion in university sport, particularly considering student union officers’ perceptions. As part of a wider study on LGBT+ sport, a U.K.-wide survey was conducted with officers, alongside focus groups at four institutions. Findings suggest further action can be taken to increase sports’ accessibility. Despite evidence of discrimination toward LGBT+ students, accessible practices were not prioritized at all institutions. For instance, equality policies and trans* inclusion policies had not always been created or embedded into the running of the student unions. The findings may be useful for student unions and others in control of sport provision to increase inclusion for all.

Respect Without Recognition: A Critique of the OCSTA’s “Respecting Difference” Policy

In 2012, a provincial bill amended the Ontario Education Act to provide more focused measures to eliminate bullying on the basis of sexual orientation. Bill 13 specifically requires that students be allowed to establish gay-straight alliances (GSAs), including in the publicly-funded Catholic school system. The Ontario Catholic School Trustees’ Association responded by proposing an alternative policy, called “Respecting Difference,” on the grounds that GSAs run contrary to Catholic teaching. Respect is a complex ethical notion with a long philosophical history. Through an overview of what philosophers from different traditions (including Kant, Buber, Levinas, Hegel, and Rawls) have said about respect, it becomes apparent that the kind of respect that is due to all persons requires recognition, or a willingness to accept the other as a self-identifying subject who is irreducible to my experience. In its discussion of LGBT students, the OCSTA fails to accord them such recognition, even while it emphasizes the meaning of difference. Consequently, there is reason to conclude that it does not truly respect sexual minority students and that it is not fully committed to eradicating homophobia-based bullying in the Catholic school system. “Respecting Difference” declines to heed best evidence about the factors that actually protect LGBT students from bullying, and uses the guidelines for “Respecting Difference” groups as an opportunity to reinforce its pathologization of LGBT identity itself.

Federally Funded and Religiously Exempt: Exploring Title IX Exemptions and Their Discriminatory Effect on LGBT Students

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Queer Thinking about Language Learning: Current Research and Future Directions

This chapter traces the genesis of research on Queer Thinking in language education/acquisition, an area that has attracted much interest internationally over the past two decades. It outlines key themes and studies in this area and proposes new directions for future research. Research to date has focused on four main aspects: applying queer theory to language learning/teaching; analyzing sexual identities/diversity in classroom discourse; critiquing heteronormativity in language learning materials; and understanding the experiences and identity negotiations of LGBT students and teachers. More work is needed in Queer Applied Linguistics on: what queer pedagogy looks like in diverse geo-localities; how language teachers are learning to think queerly in teacher education and professional development programs; and how researchers can be supported in investigating language, sexuality, and learning and in applying Queer Thinking to other vital issues in language education.

Minor mental disorders among undergraduate students: Prevalence and associated factors

Although it is recognized that mental disorders are more likely to occur in adulthood, especially in university period, and result in damage to health and incapacity for work, researches with university population are scarce in Brazil. We aimed to evaluate the prevalence of Minor Mental Disorders (MMD) among undergraduate students of a public university of São Paulo state, and investigate its association with social and economic conditions, sexuality and gender. This is a cross-sectional study conducted in 2018 with 376 undergraduate students who were halfway through the course. Data were collected from an anonymously and self-administered questionnaire, and MMD was evaluated from Self Report Questionnaire (SRQ-20). Associations were estimated through logistic regression, and odds ration calculated. We found prevalence of 53.9% of MMD among the students, and associated with gender (OR, 3.66; 95% CI, 2.37-5.67), being LGBT + (e.g Bisexuals OR, 2.92; 95% CI, 1.56-5.50), not receiving necessary family support (OR, 5.6; 95% CI, 2.00 - 15.68), not being satisfied with the course (OR, 23.69 95% CI, 2.95 - 190,03) and not practicing physical activities regularly (OR, 2.05; 95% IC, 1.33 - 3.17). Minor mental disorders prevalence found was high, reaching more than 70% in some courses (e.g 77.8% among Biomedicine students), mainly associated with gender, sexual orientation and emotional support. Our study draws attention to the urgency of monitoring the mental health status of undergraduate students, and implementing mental health centers at universities, as well as facilitating access and improve existing centers. Key messages The high prevalence of minor mental disorders found among undergraduate students indicates the urgent need for interventions in this populations. Women and LGBT+ students are groups at higher risk for the development of minor mental disorders at university. Strategies must be created to reduce the higher prevalence in this populations.