Regular ArticleHeterosexism and homophobia in Scottish school sex education: exploring the nature of the problem
References (32)
Gay and lesbian homeless/street youth: special issues and concerns
Journal of Adolescent Health
(1991)Teaching about homosexuality in secondary schools
Sex Education Matters
(1998)Teaching sex and relationships education in secondary schools
Sex Education Matters
(1998)- Buston, K. Scott, S. Wight, D. Difficulty and diversity: the context and practice of sex education, British Journal of...
Sexing the City: Lesbian and Gay Politics Within the Activist State
(1994)- et al.
SHARE: Sexual Health and Relationships—Safe, Happy and Responsible
(1996) - et al.
Playing it Safe: Responses of Secondary School Teachers to Lesbian, Gay and Bisexual Pupils, Bullying, HIV and AIDS Education and Section 28
(1997) - et al.
Homophobic bullying in secondary schools in England and Wales—teachers' experiences
Health Education
(1999) HIV and AIDS in adolescence: epidemiology
- et al.
On the straight and narrow: the heterosexual presumption, homophobias and schools
Schooling Sexualities
Interpreting the evidence: competing paradigms and the emergence of lesbian and gay suicide as a “social fact”
International Journal of Health Services
Personal Relationships and Developing Sexuality: a Staff Development Resource for Teachers
Young Gay Men and HIV Infection
Should homosexuality be taught as an acceptable alternative lifestyle? A Muslim perspective
Cambridge Journal of Education
Cited by (77)
Sexuality education including lesbian, gay, bisexual, and transgender (LGBT) issues in schools
2017, Educational Research ReviewCitation Excerpt :A first argument against inclusive sexuality education in schools relates to the biological roots of sexual orientation. More specifically, it is sometimes argued that children will more likely practice homosexuality and tend to become lesbian, gay, bisexual, or transgender if schools inform children about sexual diversity (Buston & Hart, 2001; Morrow, 1993). Behind this claim lies the implicit assumption that sexual orientation is a choice: People decided to be heterosexual, lesbian, gay, bisexual, or transgender; they are not born this way.
Challenging norms: University students’ views on heteronormativity as a matter of diversity and inclusion in initial teacher education
2016, International Journal of Educational ResearchCitation Excerpt :Heteronormativity can have negative effects on everybody in educational settings, but especially on LGBTIQ people. Previous research (Buston & Hart, 2001; Epstein, 1994; Herek, 2004) that addresses the situation in schools has shown that the school environment can be both heteronormative and heterosexist, for example as all students are anticipated to be heterosexual. Another study carried out by Kjaran and Kristinsdóttir (2015) in Iceland illustrates that expressed values contribute to a hegemony that has negative implications for students who do not comply with the sexuality norms in the school environment, for example by an expressed lack of respect, and by a heteronormative discourse that made them feel not fully accepted.
Homo- and bisexual teachers' ways of relating to the heteronorm
2016, International Journal of Educational ResearchCitation Excerpt :There, the visibility of LGB people seems to be lacking, and heteronormative attitudes seem to prevail. International research on this matter (Buston & Hart, 2001; Epstein, 1994; Herek, 2004) has revealed schools to be rather heteronormative and heterosexist, generally assuming that everyone within its settings is heterosexual. A study conducted by Kjaran and Kristinsdóttir (2015) similarly indicated that institutionalized heterosexism prevails in the structure and culture of the schools in Iceland.
Gendered Harassment in Adolescence
2023, School Violence and Primary Prevention, Second EditionBible teachers cultivate social awareness of otherness
2023, Journal of Beliefs and Values
- f1
Reprint requests and correspondence should be addressed to MRC Social and Public Health Sciences Unit, University of Glasgow, 4 Lilybank Gardens, Glasgow, G12 8RZ, U.K. (E-mail: [email protected]).