Global Alliance for Global Alliance for LGBT EducationLGBT Education

“We promote the full inclusion of people who are disadvantaged because of their sexual orientation or sexual identity and

their expression by identifying, enhancing and sharing educational

expertise.”

Homophobia in Homophobia in schoolsschools

• Introduction• Results• Conclusions

Homophobia in Homophobia in schoolsschoolsIntroduction: The scope• 63 teachers• 356 students• Religion

• 69% Spanish + 75 % Dutch: non-religious• 70% Italians: Christian

• Ages• Italians: 15-18• Spanish: 16-18• Dutch: 12-15

Homophobia in Homophobia in schoolsschools

Introduction: The topics

• Social skills• Teacher role modeling behavior• Needs for sex education• Homophobia• Possibility to come out• Prefer social policy and non-discrimination policy

Homophobia in Homophobia in schoolsschools

Results: Sexual attraction

Homophobia in Homophobia in schoolsschools

Results: Social skills

•Teachers answered positively to all the social skills topics that the students have to learn.

• Students scored highest on learning about respect and listening to the teachers and listening to each other.

Homophobia in Homophobia in schoolsschools

Results: Teacher role modeling

• Students say that teachers should listen more to them. (Related to the outcomes with respect to social skills about listening to the teacher and also listening to each other.)

• A relatively high number of students have the feeling teachers do not display important social role modeling behavior.

Homophobia in Homophobia in schoolsschools

Results: Needs for sex education

• Italian & Spanish students want to learn most about sexual diseases.

• Dutch students: multiple outcomes.

Homophobia in Homophobia in schoolsschools

Results: Homophobia

Homophobia in Homophobia in schoolsschools

Results: Possibility to come out

Homophobia in Homophobia in schoolsschoolsResults: Prefer social policy and non-discrimination policy

Homophobia in Homophobia in schoolsschools

Conclusions

1. There are different relationships between students and teachers in the 3 countries.

2. Respect and self-confidence seem to be the most important things for the students to learn. But what is respect?

3. What should teachers learn to be competent concerning LGBT issues?