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A Clash of Sexual Gender Norms and Understandings : A Qualitative Study of Homosexual, Bisexual, Transgender, and Queer Adolescents’ Experiences in Junior High Schools

Cederved, Catarina ; Glasdam, Stinne LU orcid and Stjernswärd, Sigrid LU orcid (2024) In Journal of Adolescent Research 39(1). p.3-29
Abstract

The objective of this study is to explore the inclusiveness of lesbian, gay, bisexual, transgender, and queer (LGBTQ) adolescents in junior high school from the perspective of LGBTQ adolescents in Sweden. Semi-structured in-depth interviews were conducted with 10 GBTQ adolescents, aged 16 to 19. The study was approved by the Swedish Ethical Review Authority (Dnr: 2019-03816). A Braun and Clark inspired thematic analysis was performed through a theoretical lens inspired by Berger and Luckmann. The analysis resulted in three themes: (a) a navigator among peers as friends and bullies, (b) adults in school supported inclusion in and exclusion from the group of peers, and (c) non-heterosexuality and non-binary gender understanding as... (More)

The objective of this study is to explore the inclusiveness of lesbian, gay, bisexual, transgender, and queer (LGBTQ) adolescents in junior high school from the perspective of LGBTQ adolescents in Sweden. Semi-structured in-depth interviews were conducted with 10 GBTQ adolescents, aged 16 to 19. The study was approved by the Swedish Ethical Review Authority (Dnr: 2019-03816). A Braun and Clark inspired thematic analysis was performed through a theoretical lens inspired by Berger and Luckmann. The analysis resulted in three themes: (a) a navigator among peers as friends and bullies, (b) adults in school supported inclusion in and exclusion from the group of peers, and (c) non-heterosexuality and non-binary gender understanding as teaching projects in junior high school. In summary the LGBTQ adolescents face multiple challenges related to identity development in hetero- and cisnormative school environments, including adults and peers and their (re)actions. Inclusive and exclusive strategies exercised by the self, adults, and peers affect adolescents’ experiences of their school time. Initiatives to increase awareness and knowledge about the LGBTQ subject in school can lead to enhanced inclusion, but also to an enhanced sense of not belonging. Inclusive initiatives can contribute to enhanced inclusion or its opposite, motivating further research into LGBTQ adolescents’ experiences of junior high school from a relational perspective.

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Please use this url to cite or link to this publication:
author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
exclusion, identity, inclusion, interview study, junior high school, LGBTQ youth
in
Journal of Adolescent Research
volume
39
issue
1
pages
3 - 29
publisher
SAGE Publications
external identifiers
  • scopus:85114674943
ISSN
0743-5584
DOI
10.1177/07435584211043290
language
English
LU publication?
yes
id
a075b1be-8947-4067-bf72-6573042e8871
date added to LUP
2021-09-13 13:33:00
date last changed
2024-06-21 02:20:47
@article{a075b1be-8947-4067-bf72-6573042e8871,
  abstract     = {{<p>The objective of this study is to explore the inclusiveness of lesbian, gay, bisexual, transgender, and queer (LGBTQ) adolescents in junior high school from the perspective of LGBTQ adolescents in Sweden. Semi-structured in-depth interviews were conducted with 10 GBTQ adolescents, aged 16 to 19. The study was approved by the Swedish Ethical Review Authority (Dnr: 2019-03816). A Braun and Clark inspired thematic analysis was performed through a theoretical lens inspired by Berger and Luckmann. The analysis resulted in three themes: (a) a navigator among peers as friends and bullies, (b) adults in school supported inclusion in and exclusion from the group of peers, and (c) non-heterosexuality and non-binary gender understanding as teaching projects in junior high school. In summary the LGBTQ adolescents face multiple challenges related to identity development in hetero- and cisnormative school environments, including adults and peers and their (re)actions. Inclusive and exclusive strategies exercised by the self, adults, and peers affect adolescents’ experiences of their school time. Initiatives to increase awareness and knowledge about the LGBTQ subject in school can lead to enhanced inclusion, but also to an enhanced sense of not belonging. Inclusive initiatives can contribute to enhanced inclusion or its opposite, motivating further research into LGBTQ adolescents’ experiences of junior high school from a relational perspective.</p>}},
  author       = {{Cederved, Catarina and Glasdam, Stinne and Stjernswärd, Sigrid}},
  issn         = {{0743-5584}},
  keywords     = {{exclusion; identity; inclusion; interview study; junior high school; LGBTQ youth}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{3--29}},
  publisher    = {{SAGE Publications}},
  series       = {{Journal of Adolescent Research}},
  title        = {{A Clash of Sexual Gender Norms and Understandings : A Qualitative Study of Homosexual, Bisexual, Transgender, and Queer Adolescents’ Experiences in Junior High Schools}},
  url          = {{http://dx.doi.org/10.1177/07435584211043290}},
  doi          = {{10.1177/07435584211043290}},
  volume       = {{39}},
  year         = {{2024}},
}