Silent minority : exploring gay and bisexual men΄ s accounts of learning and teaching in British university psychology departments
Part of : Hellenic journal of psychology ; Vol.5, No.1, 2008, pages 33-57
Issue:
Pages:
33-57
Section Title:
Qualitative research in psychology
Author:
Abstract:
This study explores the experiences of gay and bisexual men who have studied/arestudying psychology at universities in the UK. The study utilises a qualitative framework,incorporating thematic analysis informed by grounded theory techniques. Semi-structuredinterviews were conducted with a sample of 18 current and ex-students (ages range from21-45 years) from 11 different institutions. Three higher-order categories emerged: (a)'Exclusion and estrangement', (b) 'Managing heteronormativity', and (c) 'Disciplinaryloyalty'. In general, participants reported instances of exclusion from course material andfeelings of estrangement within the learning and teaching environment. The curriculum wasoften described as homophobic and heterocentric and participants recounted strategies forprotecting themselves against homophobia and heterosexism which included self-imposedsegregation. We also interpret a degree of ambivalence conveyed by participants with respectto the limits of inclusion for sexual minorities. Overall, these experiences had an adverseeffect on the overall learning and teaching experience of these participants and we argue thatthis is a result of a ubiquitous heteronormative disciplinary and institutional milieu, which byits very nature, is difficult to concretely identify and challenge. This milieu serves tomarginalise and routinely silence lesbian, gay and bisexual (LGB) individuals, lifestyles andresearch in Psychology. Finally, we make recommendations with respect to fostering LGBaffirmative learning and teaching practices.
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Subject (LC):
Keywords:
homophobia, learning and teaching, lesbian and gay psychology
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