« I don’t feel like I totally belong at school » : explorer les défis scolaires des jeunes LGBTQ à l’Île-du-Prince-Édouard, au Canada
Mots-clés :
jeunes LGBTQ, sexualité , genre , climat scolaire , méthodes qualitatives, CanadaRésumé
Les écoles ne sont pas des espaces neutres, mais des lieux où s’apprennent, se renforcent et se reproduisent des valeurs et des normes, telles que la cishétéronormativité. Les jeunes LGBTQ peuvent y faire face à l’effacement, à la violence et à l’oppression. Les participants ont rencontré des difficultés à l’école, notamment l’intimidation et la gestion du fait d’être ouvertement LGBTQ, et ont réfléchi aux questions de sécurité et d’inclusion dans leurs relations avec leurs enseignants, dans le curriculum et dans les espaces scolaires. Ces facteurs ont contribué à créer un climat scolaire hostile. Donc, je soutiens que les directions d’école et les enseignants doivent travailler à instaurer un climat scolaire positif et inclusif pour les élèves LGBTQ.
Références
Abreu, R. L., & Kenny, M. C. (2018). Cyberbullying and LGBTQ youth: A systematic literature review and recommendations for prevention and intervention. Journal of Child & Adolescent Trauma, 11, 81–97. https://doi.org/10.1007/s40653-017-0175-7
Asakura, K. (2019). Extraordinary acts to “show up”: Conceptualizing resilience of LGBTQ youth. Youth & Society, 51(2), 268–285. https://doi.org/10.1177/0044118X16671430
Birkett, M., Russell, S. T., & Corliss, H. L. (2014). Sexual-orientation disparities in school: The mediational role of indicators of victimization in achievement and truancy because of feeling unsafe. American Journal of Public Health, 104(6), 1124–1128. https://doi.org/10.2105/AJPH.2013.301785
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.
Browne, K., & Nash, C. J. (2010). Queer methods and methodologies: Intersecting queer theories and social science research. Ashgate Publishing.
Burk, J., Park, M., & Saewyc, E. M. (2018). A media-based school intervention to reduce sexual orientation prejudice and its relationship to discrimination, bullying, and the mental health of lesbian, gay, and bisexual adolescents in Western Canada: A population-based evaluation. International Journal of Environmental Research and Public Health, 15(11), Article 2447. https://doi.org/10.3390/ijerph15112447
Burkholder, C., Hamill, K., & Thorpe, A. (2021). Zine production with queer youth and pre-service teachers in New Brunswick, Canada: Exploring connections, divergences, and visual practices. Canadian Journal of Education / Revue canadienne de l’éducation, 44(1), 89–115. https://doi.org/10.53967/cje-rce.v44i1.4535
Collier, K. L., van Beusekom, G., Bos, H. M. W., & Sandfort, T. G. M. (2013). Sexual orientation and gender identity/expression related peer victimization in adolescence: A systematic review of associated psychosocial and health outcomes. The Journal of Sex Research, 50(3–4), 299–317. https://doi.org/10.1080/00224499.2012.750639
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE Publications.
Daley, A., Solomon, S., Newman, P. A., & Mishna, F. (2007). Traversing the margins: Intersectionalities in the bullying of lesbian, gay, bisexual and transgender youth. Journal of Gay & Lesbian Social Services, 19(3–4), 9–29. https://doi.org/10.1080/10538720802161474
Fantus, S., & Newman, P. A. (2021). Promoting a positive school climate for sexual and gender minority youth through a systems approach: A theory-informed qualitative study. American Journal of Orthopsychiatry, 91(1), 9–19. https://psycnet.apa.org/doi/10.1037/ort0000513
Gower, A. L., Valdez, C. A. B., Watson, R. J., Eisenberg, M. E., Mehus, C. J., Saewyc, E. M., Corliss, H. L., Sullivan, R., & Porta, C. M. (2021). First- and second-hand experiences of enacted stigma among LGBTQ youth. The Journal of School Nursing, 37(3), 185–194. https://doi.org/10.1177%2F1059840519863094
Grace, A. P, & Wells, K. (2009). Gay and bisexual male youth as educator activists and cultural workers: The queer critical praxis of three Canadian high-school students. International Journal of Inclusive Education, 13(1), 23–44. https://doi.org/10.1080/13603110701254121
Hilton, T. V. (2014). Schooling and practices of freedom of ‘out’ queer youth on Prince Edward Island [Master’s thesis, University of Prince Edward Island]. IslandScholar. https://islandscholar.ca/islandora/object/ir%3A11269
Jakubiec, B. A. E. (2019). Out of the box: Queerying identity development for sexual and gender minority youth in Prince Edward Island [Doctoral dissertation, University of Prince Edward Island]. IslandScholar. https://islandscholar.ca/islandora/object/ir:23126
Levinson, B. A., Gross, J. P. K., Hanks, C., Dadds, J. H., Kumasi, K., & Link, J. (2011). Beyond critique: Exploring critical social theories and education. Routledge. https://doi.org/10.4324/9781315635828
McBride, R.-S. (2021). A literature review of the secondary school experiences of trans youth. Journal of LGBT Youth, 18(2), 103–134. https://doi.org/10.1080/19361653.2020.1727815
Morrison, M. A., Jewell, L., McCutcheon, J., & Cochrane, D. B. (2014). In the face of anti-LGBQ behaviour: Saskatchewan high school students’ perceptions of school climate and consequential impact. Canadian Journal of Education / Revue canadienne de l’éducation, 37(2), 1–29. https://www.jstor.org/stable/canajeducrevucan.37.2.10
Nash, C. J., & Browne, K. (2021). Resisting the mainstreaming of LGBT equalities in Canadian and British schools: Sex education and trans school friends. Environment and Planning C: Politics and Space, 39(1), 74–93. https://doi.org/10.1177%2F2399654419887970
Ng, C. K. Y., Haines-Saah, R. J., Knight, R. E., Shoveller, J. A., & Johnson, J. L. (2019). “It’s not my business”: Exploring heteronormativity in young people’s discourses about lesbian, gay, bisexual, transgender, and queer issues and their implications for youth health and wellbeing. Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine, 23(1), 39–57. https://doi.org/10.1177%2F1363459317715776
Peter, T., Campbell, C. P., & Taylor, C. (2021). Still in every class in every school: Final report on the second climate survey on homophobia, biphobia, and transphobia in Canadian schools. Egale Canada Human Rights Trust. https://egale.ca/awareness/still-in-every-class/
Peter, T., Taylor, C., & Campbell, C. (2016). “You can’t break … when you’re already broken”: The importance of school climate to suicidality among LGBTQ youth. Journal of Gay & Lesbian Mental Health, 20(3), 195–213. https://doi.org/10.1080/19359705.2016.1171188
Peter, T., Taylor, C., & Chamberland, L. (2015). A queer day in Canada: Examining Canadian high school students’ experiences with school-based homophobia in two large-scale studies. Journal of Homosexuality, 62(2), 186–206. https://doi.org/10.1080/00918369.2014.969057
Rayside, D. (2014). The inadequate recognition of sexual diversity by Canadian schools: LGBT advocacy and its impact. Journal of Canadian Studies / Revue d'études canadiennes, 48(1), 190–225. https://doi.org/10.3138/jcs.48.1.190
Ruggiano, N., & Perry, T. E. (2019). Conducting secondary analysis of qualitative data: Should we, can we, and how? Qualitative Social Work, 18(1), 81–97. https://doi.org/10.1177%2F1473325017700701
Saewyc, E. M., Homma, Y., Skay, C. L., Bearinger, L. H., Resnick, M. D., & Reis, E. (2009). Protective factors in the lives of bisexual adolescents in North America. American Journal of Public Health, 99(1), 110–117. https://doi.org/10.2105/AJPH.2007.123109
Short, D. (2017). Am I safe here? LGBTQ teens and bullying in schools. On Point Press.
Solomon, S. D. (2015). “Run like a girl? That’s so gay!” Exploring homophobic and sexist language among grade 7 and 8 students in the Toronto District School Board [Doctoral dissertation, University of Toronto]. TSpace. https://hdl.handle.net/1807/71345
Sullivan, G., Ullman, J., & Gilchrist, H. (2017). Sexual orientation, gender, and inclusive education: The impact of learning environmental and social support for lesbian, gay, bisexual, and transgender children and youth. In E. L. Brown & G. Zong (Eds.), Global perspectives on gender and sexuality in education: Raising awareness, fostering equity, advancing justice (pp. 291–311). Information Age Publishing.
Taylor, C., & Peter, T. (2011a). Every class in every school: Final report on the first national climate survey on homophobia, biphobia, and transphobia in Canadian schools. Egale Canada Human Rights Trust. https://egale.ca/awareness/every-class/
Taylor, C., & Peter, T. (2011b). “We are not aliens, we’re people, and we have rights.” Canadian human rights discourse and high school climate for LGBTQ students. Canadian Review of Sociology / Revue canadienne de sociologie, 48(3), 275–312. https://doi.org/10.1111/j.1755-618X.2011.01266.x
Taylor, C., Peter, T., Edkins, T., Campbell, C., Émond, G., & Saewyc, E. (2016). The National Inventory of School District Interventions in Support of LGBTQ Student Wellbeing: Final report. Stigma and Resilience Among Vulnerable Youth Centre. https://apsc-saravyc.sites.olt.ubc.ca/files/2018/04/National-Inventory-Final-Report-WEB.pdf
Veale, J., Saewyc, E., Frohard-Dourlent, H., Dobson, S., Clark, B., & Canadian Trans Youth Health Survey Research Group. (2015). Being safe, being me: Results of the Canadian Trans Youth Health Survey. Stigma and Resilience Among Vulnerable Youth Centre. https://apsc-saravyc.sites.olt.ubc.ca/files/2018/03/SARAVYC_Trans-Youth-Health-Report_EN_Final_Web2.pdf
Wilson, M. N., Asbridge, M., & Langille, D. B. (2018). School connectedness and protection from symptoms of depression in sexual minority adolescents attending school in Atlantic Canada. Journal of School Health, 88(3), 182–189. https://doi.org/10.1111/josh.12595
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Revue des sciences de l'éducation de McGill / McGill Journal of Education 2026
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
