| Description |
The purpose of this phenomenological study was to find the effects, if any, of a heteronormative classroom on Lesbian, Gay, Bisexual, Transgender, Queer, (LGBTQ+) and Gender Non- Conforming students. The study was divided into three aims. Aim 1 was designed to explore with educators what physical objects in their classroom may affirm a heteronormative classroom setting. This process took place in 15 elementary and secondary classrooms. Aim 2 consisted of a self-administered survey taken by 60 adults. Thirty LGBTQ+/gender non-conforming and 30 heterosexual/gender-conforming adults that measured like experiences among and/or between the two groups. Aim 3 involved semi-structured interviews with 12 adults from both groups to generate an in-depth understanding and a narrative of the school experience for these individuals. The LGBTQ+ students in the study revealed that they experienced social exclusion, bullying, a lack of family support at school, and lower academic achievement. These findings highlight that LGBTQ+ and gender non-conforming students are not having their deficiency needs met in heteronormative and binary system school environments, thus denying these students the capability to reach their full potential. |
