The school experiences of same-sex attracted students in the 14- to 19- year-old secondary sector in England: within and beyond the safety and tolerance framework


Jones, Roger and Clarke, Gill (2008) The school experiences of same-sex attracted students in the 14- to 19- year-old secondary sector in England: within and beyond the safety and tolerance framework. Journal of Gay and Lesbian Social Services, 19, (3/4), 119-138. (doi:10.1080/10538720802161359).

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Description/Abstract

This article examines the social and political context within which lesbian, gay and bisexual (LGB) youth find themselves and, in doing so, a number of key issues are identified which have profound implications for the functions and responsibilities of schools in the United Kingdom. This article also considers how one secondary school and one Sixth Form College in south-east England are facilitating the gradual visibility of LGB students within a framework of safety and tolerance. In addition, attention is focussed on homophobic victimization identified by students and their experiences when disclosing sexual identity. Methods of data collection are outlined including focus groups with adolescent LGB identifying students, and a questionnaire survey distributed to 116 students (both heterosexual and LGB). Methodological issues are considered together with the difficulties of accessing same-sex attracted respondents and the ethical considerations which emerge as a consequence. Implications for policy and practice within the 14 to 19-year-old secondary sector and the possibility of moving beyond the framework of safety and tolerance are examined.

Item Type: Article
ISSNs: 1053-8720 (print)
Related URLs:
Keywords: adolescents, bisexual, bullying, gay, homophobia, homophobic victimization, lesbian, safety and tolerance framework, sexual identity, section 28, sixth form college, united kingdom
Subjects: H Social Sciences > HT Communities. Classes. Races
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: University Structure - Pre August 2011 > School of Education > Social Justice and Inclusive Education
ePrint ID: 63551
Date Deposited: 20 Oct 2008
Last Modified: 27 Mar 2014 18:45
URI: http://eprints.soton.ac.uk/id/eprint/63551

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