Experiencias en el aulaun estudio cualitativo con (y sobre) profesorado lesbiano, gay y bisexual

  1. Martos Garcia, Daniel 1
  2. Martínez-Merino, Nagore 2
  3. Sáenz-Macana, Angélica María 3
  4. Gil-Quintana, Javier 1
  5. Pereira-García, Sofia 1
  6. Soler-Prat, Susanna 4
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  3. 3 Universidad Nacional Abierta y a Distancia
    info

    Universidad Nacional Abierta y a Distancia

    Bogotá, Colombia

    ROR https://ror.org/047179s14

  4. 4 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Show affiliations +
Journal:
Revista de investigación educativa, RIE

ISSN: 0212-4068,  1989-9106

Year of publication: 2025

Issue: 43

Type: Article

DOI: 10.6018/RIE.564311 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista de investigación educativa, RIE

Abstract

The growing visibility of the LGTBI collective and the claim for their rights have drawn the attention of the academic community, shedding light on a still discriminatory reality; for lesbian, bisexual, and gay teachers experience their sexual orientation and its visibility problematically. The aim of the article is to compile and interpret the experiences of lesbian, bisexual, and gay teachers to make their teaching experiences visible. To do this, 19 Primary and Secondary teachers were interviewed in depth. The inductive analysis yields results in accordance with the international literature on the matter: giving visibility to sexual orientation is decisive in the teacher’s perception while at work. Although ‘coming out’ implies liberation and gives teachers the possibility of being a model for other colleagues and students, many factors lead lesbians, bisexual, and gays not to make their sexual orientation known, especially to the students and their families. The fear of discrimination, the type of educational centre, the relationship with the rest of the teaching staff and with families, or the wish not to reveal intimate details about their lives lead some teachers not to disclose their sexual orientation. As such, it is concluded that it is necessary to improve initial and ongoing teacher training programs to provide educators with the necessary tools to develop educational materials and proposals that make diversity visible and fight against LGTBI-phobic attitudes and behaviors. Furthermore, the involvement of heterosexual teachers and the publication of additional research on the matter is also deemed under a positive light.

Bibliographic References

  • Airton, L., y Koecher, A. (2019). How to hit a moving target: 35 years of gender and sexual diversity in teacher education. Teaching and Teacher Education, 80, 190-204. https://doi.org/10.1016/j.tate.2018.11.004
  • Amigo-Ventureira, A., DePalma, R., y Durán-Bouza, M. (2022). Homophobia and Transphobia Among Spanish Practicing and Future Teachers. American Journal of Sexuality Education, 17(3), 277-303. https://doi.org/10.1080/15546128.2022.2035290
  • Bishop, C. M., y Atlas, J. G. (2015). School Curriculum, Policies, and Practices Regarding Lesbian, Gay, Bisexual, and Transgender Families. Education and Urban Society, 47(7), 766–784. https://doi.org/10.1177/0013124513508580
  • Borrillo, D. (2001). Homofobia. Edicions Bellaterra.
  • Braun, V. y Clarke, V. (2012). Thematic analysis. En H. Cooper, P. M Camic, D. L. Long, A. T. Panter, D. Rindskopf y K. J. Sher (Eds.), APA handbook of research methods in psychology. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association.
  • Button, S. B. (2004). Identity management strategies utilized by lesbian and gay employees: A quantitative investigation. Group y Organization Management, 29(4), 470-494. https://doi.org/10.1177/1059601103257417
  • Clarke, V., y Braun, V. (2017) Thematic analysis. The Journal of Positive Psychology, 12(3), 297-298. https://doi.org/10.1080/17439760.2016.1262613
  • Connell, C. (2015). School's out: Gay and lesbian teachers in the classroom. University of California Press.
  • Costa, B. R. L. (2018). Bola de Neve Virtual: O Uso das Redes Sociais Virtuais no Processo de Coleta de Dados de uma Pesquisa Científica. Revista Interdisciplinar de Gestão Social, 7(1), 15-37. https://periodicos.ufba.br/index.php/rigs/article/view/24649
  • Cutler, B. (2023). ‘Just wear their hate with pride’: A phenomenological autoethnography of a gay beginning teacher in a rural school. Sex Education, 23(4), 363-378. https://doi.org/10.1080/14681811.2022.2035344
  • DeJean, W. (2007). Out Gay and Lesbian K-12 Educators: A Study in Radical Honesty. Journal of Gay y Lesbian Issues in Education, 4(4), 59-72. https://doi.org/10.1300/J367v04n04_05
  • De Witte, K., Iterbeke, K., y Holz, O. (2019). Teachers’ and pupils’ perspectives on homosexuality: A comparative analysis across European countries. International Sociology, 34(4), 471-519. https://doi.org/10.1177/0268580919854295
  • Edwards, L., Brown, D., y Smith, L. (2016). ‘We are getting there slowly’: Lesbian teacher experiences in the post-section 28 environment. Sport, Education and Society, 21(3), 299-318. https://doi.org/10.1080/13573322.2014.935317
  • Freitas-Puppo, M. (2018). Género y sexualidad en la educación: entre la determinación estructural y la resistencia transformadora. Estudio sobre las percepciones del profesorado [Trabajo Fin de Máster]. Universidad Autónoma de Barcelona. https://doi.org/10.13140/RG.2.2.18486.93764
  • Fuentes-Miguel, J., Pérez-Samaniego, V., López-Cañada, E., Pereira-García, S., y Devís-Devís, J. (2023). From inclusion to queer-trans pedagogy in school and physical education: a narrative ethnography of trans generosity. Sport, Education and Society, 28(9), 1132-1145. https://doi.org/10.1080/13573322.2022.2073437
  • Goicoechea-Gaona, M. A., y Goicoechea-Gaona, V. (2018). Diversidad afectiva: visibilizar la homosexualidad femenina. AspArkíA, Investigació Feminista, 33, 225-241. https://doi.org/10.6035/Asparkia.2018.33.13
  • Gray, E. M. (2013). Coming out as a lesbian, gay or bisexual teacher: negotiating private and professional. Sex Education, 13(6), 702-714. https://doi.org/10.1080/14681811.2013.807789
  • Griffin, P. (1991). Identity management strategies among lesbian and gay educators. International Journal of Qualitative Studies in Education, 4(3), 189-202. https://doi.org/10.1080/0951839910040301
  • Griffin, P. (1992). From hiding out to coming out: Empowering lesbian and gay educators. Journal of Homosexuality, 22(3-4), 167-196. https://doi.org/10.1300/J082v22n03_07
  • Hall, W. J., y Rodgers, G. K. (2019). Teachers’ attitudes toward homosexuality and the lesbian, gay, bisexual, and queer community in the United States. Social Psychology of Education, 22, 23-41. https://doi.org/10.1007/s11218-018-9463-9
  • hooks, b. (2021). Enseñar a transgredir. La educación como práctica de la libertad. Capitán Swing.
  • Huerta, R. (2021). La visibilidad como argumento educativo para el profesorado LGTB. En R. Huerta (Ed.), Profesorado LGTB (pp. 9-20). Editorial Tirant lo Blanch.
  • Jackson, J. M. (2006). Removing the Masks: Considerations by Gay and Lesbian Teachers When Negotiating the Closet Door. Journal of Poverty,(10)2, 27-52. https://doi.org/10.1300/J134v10n02_03
  • King, N., Horrocks, C., y Brooks, J. (2019). Interviews in qualitative research (2nd ed.). Sage Publications Ltd.
  • Kosciw, J. G., Clark, C. M., Truong, N. L., y Zongrone, A. D. (2020). The 2019 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. GLSEN. https://files.eric.ed.gov/fulltext/ED608534.pdf
  • Landi, D., Flory, S., Safron, C., y Marttinen, R. (2020). LGBTQ Research in physical education: a rising tide? Physical Education and Sport Pedagogy, 25(3), 259-273. https://doi.org/10.1080/17408989.2020.1741534
  • Lynch, S., Davies, L., Ahmed, D., y McBean, L. (2022). Complicity, trauma, love: an exploration of the experiences of LGBTQIA+ members from physical education spaces, Sport, Education and Society, 28(9), 1082-1098. https://doi.org/10.1080/13573322.2022.2141216
  • López-Sáez, M. Á., Angulo-Brunet, A., Platero, L. R., Bochicchio, V., y Lecuona, O. (2023). Attitudes towards Trans Men and Women in Spain: An Adaptation of the ATTMW Scale. International Journal of Environmental Research and Public Health, 20(3), 1872. https://doi.org/10.3390/ijerph20031872
  • Muniesa-Tomás, M.P., Fernández-Villazala, T., Mañez-Cortinas, C. J., Herrera-Sánchez, D., Martínez-Moreno, F., San Abelardo Anta, M. Y., Rubio-García, M., Gil-Pérez, V., Santiago-Orozco, A. M., Gómez-Martín, M. A., Méndez-Matos, G., Gómez-Eseban, J., Amado-Hernández, M. P., González-Gonzalez, M., y Matilla-Molina, A.y. (2022). Informe sobre la evaluación de los delitos de odio en España. Ministerio del Interior. Gobierno de España. https://www.interior.gob.es/opencms/export/sites/default/.galleries/galeria-de-prensa/documentos-y-multimedia/balances-e-informes/2022/Informe_Evolucion_delitos_odio_2022.pdf
  • Mayo, J. B. (2008). Gay Teachers’ Negotiated Interactions with Their Students and (Straight) Colleagues. The High School Journal, 92(1), 1-10. https://doi.org/10.1353/hsj.0.0007
  • Moreno, O. (2005). Invisibilidad, falta de formación y escasez de materiales. En J. Generelo y J. Pichardo (Eds.), Homofobia en el sistema educativo (p. 86-90). Cogam.
  • Müller, J., y Böhlke, N. (2023). How Lesbian, Gay, and Bisexual Teachers Experience Physical Education. A Systematic Review of Qualitative Studies. Sexes, 4(1), 65-79. https://doi.org/10.3390/sexes4010007
  • Myers, W., Turanovic, J. J., Lloyd, K. M., y Pratt, T. C. (2020). The Victimization of LGBTQ Students at School: A Meta-Analysis. Journal of School Violence, 19(4), 421-432. https://doi.org/10.1080/15388220.2020.1725530
  • O’Connell, L. M., Atlas J. G., Saunders, A. L., y Philbrick, R. (2010). Perceptions of rural school staff regarding sexual minority students. Journal of LGBT Youth 7(4), 293-309. https://doi.org/10.1080/19361653.2010.518534
  • Penna-Tosso, M. (2012). Formación del profesorado en la atención a la diversidad afectivo-sexual. [Tesis doctoral]. Universidad Complutense de Madrid. https://hdl.handle.net/20.500.14352/48359
  • Penna-Tosso, M., y Sánchez-Sáinz, M. (2015). Evaluación de la homofobia en los futuros docentes de Educación Secundaria. Revista de Investigación Educativa, 33(1), 83-98. https://doi.org/10.6018/rie.33.1.179671
  • Pérez-Testor, C., Behar, J., Davins, M., Conde-Sala, J. L., Castillo, J. A., Salamero, M., Alomar, E., y Segarra, S. (2010). Teachers’ Attitudes and Beliefs about Homosexuality. The Spanish Journal of Psychology, 13(1), 138-155. https://doi.org/10.1017/S1138741600003735
  • Piedra de la Cuadra, J., Rodríguez-Sánchez, A. R., Ries, F., y Ramírez-Macías, G. (2013). Homofobia, heterosexismo y educación física: percepciones del alumnado. Profesorado: Revista de curriculum y formación del profesorado, 17(1), 325-338. http://hdl.handle.net/10481/24931
  • Piedra de la Cuadra, J., Ramírez-Macías, G., y Latorre-Romero, Á. (2014). Visibilizando lo invisible: creencias del profesorado de educación física sobre homofobia y masculinidades. Retos: nuevas tendencias en educación física, deporte y recreación, 25, 36-42. https://doi.org/10.47197/retos.v0i25.34472
  • Piedra de la Cuadra, J., Ramírez-Macías, G., Ries, F., Rodríguez-Sánchez, A., y Phipps, C. (2016). Homophobia and heterosexism: Spanish physical education teachers’ perceptions. Sport in Society, 19(8–9), 1156–1170. https://doi.org/10.1080/17430437.2015.1096257
  • Romero, V., y Gallardo, M. A. (2019). El profesorado de Educación Secundaria Obligatoria y Bachillerato ante la Diversidad Sexual. REIDOCREA, 8, 357-366. https://www.ugr.es/~reidocrea/8-27.pdf
  • Sáenz-Macana, A., y Devís-Devís, J. (2020). La homofobia en la Educación Física escolar: una revisión sistemática. Movimento, 26, e26072. https://doi.org/10.22456/1982-8918.104750
  • Sparkes, A. C. (1994). Self, silence and invisibility as a beginning teacher: A life history of lesbian experience. British Journal of Sociology of Education, 15(1), 93-118. https://doi.org/10.1080/0142569940150106
  • Sparkes, A. C., y Smith, B. (2014). Qualitative Research Methods in Sport, Exercise and Health. From process to product. Routledge.
  • Toledo, W., y Maher, B. (2021). On becoming an LGBTQ+-identifying teacher: A year-long study of two gay and lesbian preservice elementary teachers. Journal of Homosexuality, 68(10), 1609-1638. https://doi.org/10.1080/00918369.2019.1702350
  • Vilanova, A., Mateu, P., Gil-Quintana, J., Hinojosa-Alcalde, I., y Hartmann-Tews, I. (2022). Facing hegemonic masculine structures: experiences of gay men studying physical activity and sport science in Spain. Sport, Education and Society, 29(5), 607-621. https://doi.org/10.1080/13573322.2022.2103666
Data source: Dialnet