Abstract
Even though the political agenda makes explicit the importance of generating processes for attention to diversity and the inclusion of the LGBTIQ community in the university community, there are few models of teacher training aimed at university professors as one of the main ones responsible for developing practices educational institutions that fight against exclusion and discrimination. For this reason, in the first place, an investigation of the training offered on LGBTIQ diversity in the teacher training programs of Spanish universities is carried out in which the incipient state of institutionalization of this as a strategic line is evidenced. Next, a teacher training model is proposed based on evidence from scientific literature. Finally, faced with the traditional dissemination of scientific knowledge in educational sciences, this chapter proposes as a novelty a training model that can influence and be transferable to university policy and practice.
TopIntroduction
Attention to LGBTIQ (Lesbian, Gay, Bisexual, Transgender, Intersex, Queer) diversity in the university is fundamental to guarantee equal opportunities, promote inclusion and respect, care for the welfare of students, train sensitive professionals and foster the representativeness of these communities. It is a crucial step towards building a more just, egalitarian, and respectful university environment and society. The political agenda of the most relevant institutions exposes the importance of generating educational processes in favour of LGBTIQ diversity. In 2016, the United Nations Human Rights Council approved the resolution on protection against violence and discrimination based on sexual orientation and gender identity. Likewise, in the European Union, sexual orientation is recognized in the legislation as a reason for discrimination (European Union Agency for Fundamental Rights, 2015). International and in the European Union, educational strategies are constantly appealed to as the best way to combat discrimination. In the Spanish context, LGBTIQ diversity has legal-constitutional recognition. Spain has been an example of legislative advances in the rights and freedoms of the LGBTIQ collective. Among the main achievements are Law 13/2005, which modifies the Civil Code on the right to marry (Law on equal marriage), Law 3/2007 regulating the registry rectification of the mention related to the sex of people (Gender Identity Law), and Law 23/2018 on Equality of LGBTIQ people. The most recent Spanish legislation in this regard is constituted by the recently approved Law 4/2023 of February 28 for the accurate and effective Equality of trans people and the guarantee of the rights of trans people (Trans Law Of Gender Self-Determination), whose section five is addressed to measures in the field of education (articles 20-24), specifically article 20, which addresses training in the teaching and administrative field and indicates the following:
The Government and the educational Administrations, in the exercise of their respective powers in the initial and continuous training of teachers, will incorporate content aimed at training in matters of sex, gender, and family diversity of LGBTIQ people.
These legislative advances in national policies have also been reflected in Spanish higher education. More specifically, in the University Student Statute approved in Royal Decree 1791/2010, express reference is made in article 4 to eradicating discrimination based on sexual orientation and gender identity. On the other hand, Chapter I of the trans-2023 Law establishes for the first time, after a long journey of demands from social associations, the Registry Rectification of the mention related to the sex of people and documentary adequacy. This new right will directly impact university students and the rest of the university community since it provides legal support for having academic certifications with the name chosen on their identity document.
Despite this regulatory framework, it has been verified that there are high levels of homophobia in university classrooms, and the study plans do not propose training on LGBTIQ diversity (Pena, 2015). University students’ attitudes are moderately homophobic (Bostanci Daştan, 2015). It is even striking how future teachers’ attitudes were less tolerant towards this group than the active teachers themselves (Amigo-Ventureira et al., 2022). The analysis of the lived experiences of LGBTIQ university students shows that they had experienced homophobia, transphobia, and discrimination, did not feel safe on campus, and did not have representation in the university community bodies (McClellan, 2022; Rios et al., 2022). The campus climate has shown that there is a correlation with the academic success of queer students. Specifically, those queer students who perceived a more positive campus climate had higher academic success (Garvey et al., 2018). On the other hand, the stress related to having a marginalized social identity, such as being LGBTIQ, is more associated with a series of mental and physical health problems, including an increased risk of suicide (Madireddy & Madireddy, 2022). University students perceive that the training received in this regard is insufficient and emphasize that it is necessary to review and improve the curriculum’s theoretical and practical components on this specific topic (Ercan-Şahin & Aslan, 2020; Lara-Garrido et al., 2022).
Key Terms in this Chapter
Biological Sex: Used to describe the biological characteristics that are used to classify people as female, male, or intersex. This term refers to the chromosomes, hormones, and anatomical features that define a person’s sex. It is often referred to simply as “sex,” “physical sex,” or “anatomical sex,” and specifically, as “sex assigned at birth”.
Gender Identity: It refers to the internal and individual experience of gender as each person deeply feels it. This may or may not correspond to the sex assigned at birth, including the personal experience of the body (which could involve changing bodily appearance or function through medical means) and other expressions of gender, including dress, speech, and mannerisms.
LGBTphobia: Refers to the intolerance, discrimination or exclusion suffered by Lesbian, Gay, Bisexual and Transgender people due to their sexual orientation or gender identity. This behaviour is commonly considered a social burden that can lead victims to face serious emotional problems and difficulties in accepting themselves, even putting their lives at risk by considering suicide.
Sexual Identity: Identification with the male or female sexual organs with which one is born. Each one can feel identified or not with these sexual organs and may need to change them.
LGBTIQ: There are several abbreviations or generic terms used to refer to people whose gender identity or sexuality does not conform to established norms, which are known as queer. One such abbreviation is LGBTIQ, which refers to lesbian, gay, bisexual, transgender and/or queer people. Sometimes, the abbreviation is expanded with a plus sign (+) to be more inclusive.
Heteronormativity: This refers to the generalized idea that exists in individuals and institutions that heterosexuality is the only “normal” or “correct” sexual orientation, and that any other form of sexuality is inferior or abnormal. This mentality leads to the invisibility and discrimination of other sexual orientations, as can be seen in situations where a married woman is asked about her husband without considering the possibility that she has a same-sex partner. In addition, heteronormativity leads us to assume that only those men who behave in a masculine way and women who behave in a feminine way are heterosexual.
Sexual Orientation: It refers to the emotional, affective, and sexual attraction to people of a different gender than one’s own, or of the same gender, or more than one gender, as well as the ability to maintain intimate and sexual relationships with these people.