Recent studies into the sexual minority group

Current Research into the Sexual Minority Group

Current research into the sexual minority group, which includes lesbians, gays, bisexuals, transgender people, and questioning people (LGBTQ), has revealed that members of the group are not seen as a homogeneous group. As a result, there have been related challenging outcomes with the group being regarded to be heterogeneous in terms of their educational and psychological experiences, particularly after it was discovered that some LGBTQ people express occasional mental and educational concerns.

Difficulties with Subject Coverage in Schools

Generally, there have been difficulties about the subject’s coverage in schools due to the various character of the learning institutions, with the most significant cause being an unresponsive climate that does not promote discussing LGBTQ themes. One apparent concern that is associated with the topic on LGBTQ is often omitted or mentioned sparingly by writers of history, geography, and many social studies subjects. The LGBTQ are comparable to many other minority groups but has surprisingly been less covered in literature because it is intentionally being omitted in books covering oppression and injustices in the society. Social studies subject has specifically been selected among the many disciplines in schools because it is devoted to citizenship, freedom, and rights of the American people and the world as a whole. Thus, the omission of such as crucial issues would be a huge concern (Thorton 307). To illustrate the criticality of this factor, Thorton describes the scenario where a writer who is both homosexual and black was freer to discuss issues pertaining black oppression became he was one of them but never mentioned about the fact that gays and homosexuals are similarly or even facing worse discriminations (Thorton 307). The silence of homosexual writers has thus necessitated the need to draw comparisons with the treatment of male expatriate heterosexual authors. It, therefore, implies that it is a huge challenge in covering the theme and consequently, the problems of the minority groups when those who are supposed to advocate for its awareness are silent about it.

The Issue of Missed Opportunities for LGBTQ-Identified Students

The other major issue about the coverage of themes related to LGBTQ concepts is that the group is likely to miss out on the opportunity-to-learn resources compared to straight students. The associate stigma that comes with being a marginal subject with homosexual or questionable sexuality has been a huge challenge for teachers and educational leaders in schools. Studies have consistently shown LGBTQ-identified students tend to be more depressed, contemplate suicide, and are linked with unexcused absences from schools. According to Robinson and Espelage, the absenteeism feature is of interest because when the missing student fails to turn up at school, they tend to miss out on new material and overall, the school leaders become resultant to cover on issues that are affecting them (327). A related effect to explain the lack of adequate materials for the LGBTQ-identified students is that many tend not to display a sense of belongingness in the school setting. Instead, they show a high level of truancy because they feel that school is not having a positive effect on them, they do not believe that graduating is important, and many other issues that ultimately reduce the coverage of the concerns and theme of LGBTQ because the group appears to be detached from the school shared goals and objectives.

The Homophobic Climate in Learning Institutions

It is also worth considering that the coverage of LGBTQ texts in schools is proving to be a task because of the existence of a culture in learning institutions that tends to contribute to the homophobic climate. When the system itself appears to promote a vice, it becomes a challenge to try to eliminate it especially when the stakeholders are the prime victims who promote it. Unfortunately, this is usually the case in many learning institutions because instead of the teachers being the ambassadors of change, they have been noted to be the prime perpetrators of homophobia. Approximately two-thirds of the LGBTQ-identified students in an Educational Network’s National Schools Climate Survey reported that they would occasionally hear remarks from the teachers and other members of staff. In fact, educators would intervene reluctantly to homophobia accusations and related issues compared to when there were racist and sexist remarks (Robinson and Espelage 327). It, therefore, means that it is unlikely that the theme of LGBTQ or issues pertaining to the group would be covered by those who are supposed to be advocating for the minority populations’ rights.

Summary

In summary, it is worth highlighting that the three major issues that have limited the discussion of the LGBTQ theme and texts in schools include the challenge of the unfavorable school environment, the lack of possessiveness by the affected groups, and a characteristic omission of the topic by social science writers. It thus means that when each of these factors comes to effect, there is a lesser chance that the school would be a favorable place to share the concerns of the LGBTQ group. It is thus recommended that to solve the challenge of an unresponsive environment, there should be massive sensitization to all educational stakeholders and LGBTQ groups to help create awareness of the need to overcome the barriers to effective communication on the theme.

References

Robinson, Joseph, and Dorothy L. Espelage. “Inequities in Educational and Psychological Outcomes between LGBT and Straight Students in Middle and High School.” American Educational Research Association 40.7 (2011): n. pag. Print.

Thorton, Stephen J. ”Silence on Gays and Lesbians in Social Studies Curriculum.” Nursing Council for Social Studies 67.4 (2003): 307–312. Print.