课堂上的性别与性行为及其对青少年的影响

Maya Cecilia Mendez
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引用次数: 0

摘要

摘要:本文综述了LGBTQ学生的学校环境,以及积极和消极感知环境对这些学生、教育者和同龄人的影响类型。尽管反欺凌计划和政策取得了进展,但校园欺凌和骚扰仍然是一个令人担忧的问题(Poteat a Vecho, 2016)。对于LGBTQ学生来说尤其如此。最近,社会政治气候和支持这一学生群体的运动发生了变化,但他们仍然面临着来自教育工作者和学校管理部门的骚扰和缺乏支持(Dragowski, McCabe, a robinson, 2016)。LGBTQ学生不仅与同龄人甚至老师相处困难,而且他们的教育也很困难。人们反对更具包容性的性教育,即超越异性恋和性别不一致性来解决性问题(Gegenfurtner a Gebhardt, 2017)。然而,我们看到,正是这种教育的缺乏导致LGBTQ学生在学校感到不安全,因为没有受过教育的学生可能会骚扰他们,老师可能不知道当学生受到骚扰或需要有人交谈时如何回应(Dragowski等人,2016)。这篇文献综述将着眼于LGBTQ学生在学校面临的来自同龄人的欺凌,以及支持和反对在课堂上讨论性别和性行为的讨论,以及是否得到学校支持对LGBTQ学生的影响。讨论小学生或大学生的文献被排除在外。除了Toomey, R. B., McGuire, J. K.和Russell, S. T., 2012年的异性恋规范、学校氛围和性别不符合同龄人的感知安全之外,2013年至2018年的研究是有限的。在这篇文献综述中,“青春期”被定义为:年龄在13到19岁之间;初高中年龄的学生。《牛津英语词典》(OED)对“异规范性”的定义是:“异规范的性质或品质;生理上决定的性别角色和异性恋的特权”。《韦氏词典》将“性别不一致”定义为“一个人的身体和行为特征与典型的性别特征不相符的状态”。用于查找文献的数据库是:Science Direct,专门查找《学校心理学杂志》;Wiley在线图书馆数据库,特别是在《学校心理学》杂志上;和ProQuest中的psychARTICLES。使用的关键词是:“性别”、“性”、“LGBTQ”、“性别”和“性”。
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Addressing Gender & Sexuality in the Classroom and the Effects on Adolescents
Author(s): Mendez, Maya Cecilia | Abstract: This literature review presents research examining the school environment for LGBTQ students and the type of effects a positively and negatively perceived environment can have on these students as well as on educators and peers. Bullying and harassment are still a concern in schools despite there having been advancements in anti-bullying programs and policies (Poteat a Vecho, 2016). This is especially true for LGBTQ students. There have been recent changes in the sociopolitical climate and the movement to support this group of students but still, they continue to face harassment and lack of support from the educators and school administrations (Dragowski, McCabe, a Rubinson, 2016).Not only do LGBTQ students face difficulty with their peers and even teachers but also with their education. There is pushback against more inclusive sexual education that addresses sexuality beyond heteronormativity and gender nonconformity (Gegenfurtner a Gebhardt, 2017). However, we see that it is this lack of education that can result in LGBTQ students not feeling safe in schools because uneducated students may harass them and teachers may not know how to respond when a student is being harassed or is in need of someone to talk to (Dragowski et al., 2016).This literature review will look at what LGBTQ students face at school in regard to bullying from their peers as well as discussions for and against discussing gender and sexuality in the classroom and what affects both having and not having school support has on the LGBTQ students. Literature that discussed elementary aged children or college aged students were excluded. Research was limited between the years of 2013 and 2018 with the exception of Heteronormativity, school climates, and perceived safety for gender nonconforming peers by Toomey, R. B., McGuire, J. K., a Russell, S. T., 2012.For this literature review, “adolescence” has been defined as: being between the ages of 13 and 19; being of middle school and high school age. “Heteronormativity” has been defined in the Oxford English Dictionary (OED) as “[t]he property or quality of being heteronormative; the privileging of biologically determined gender roles and heterosexuality”. “Gender nonconformity” has been defined by Merriam Webster as “a state in which a person has physical and behavioral characteristics that do not correspond with those typically associated with the person's sex”.The databases used to find the literature were: Science Direct, specifically looking in the Journal of School Psychology; Wiley Online Library database, specifically in the journal Psychology for the Schools; and psychARTICLES in ProQuest. The key words used were: “gender”, “sexuality”, “LGBTQ”, and “gender” AND “sexuality”.
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