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Higher education as a scenario for the
inclusion of sexual diversity in the
classroom.
La educación superior como escenario para la inclusión de
la diversidad sexual en el aula de clases
Daniel Acosta-Leal
*
Elena Ponce-Martínez
*
Camilo González-Martínez
*
Abstract
In the current society, there are rapid and constant dynamics around the
diversity of gender, race, religion, and culture. Although speech is about
inclusive education, significant inclusive progress has been made
concerning some minority groups around the world; in some countries such
as Colombia, the perspective is not the same. This study was carried out in
a private higher education institution located in Cundinamarca, Colombia,
to learn about the student's and teacher perceptions regarding sexual
diversity inclusion inside the classroom. The population of interest is the
LGTBIQ community (Lesbians, Gays, Bisexuals, Transsexuals,
Intersexes, and Queer). The research responds to a descriptive qualitative
study based on semi-structured interview applied to two students and two
* Maestría en Gestión del Cuidado del Posgrados de la
Universidad Católica de Cuenca, Ecuador.
cmachado@ucacue.edu.ec, https://orcid.org/0000-0001-
9137-446x
* Maestría en Gestión del Cuidado del Posgrados de la
Universidad Católica de Cuenca, Ecuador.
cmachado@ucacue.edu.ec, https://orcid.org/0000-0001-
9137-446x
* Maestría en Gestión del Cuidado del Posgrados de la
Universidad Católica de Cuenca, Ecuador.
cmachado@ucacue.edu.ec, https://orcid.org/0000-0001-
9137-446x
Master's Degree in Postgraduate Care Management from
the Catholic University of Cuenca, Ecuador.
cmachado@ucacue.edu.ec, https://orcid.org/0000-0001-
9137-446x
Article
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professors (with informed consent). For the descriptive analysis was used
the software Atlas Ti V. 8.0, from which the following deductive categories
were obtained: discrimination, diversity, invisibility, and finally a result,
an inductive category: institutionality. The interviewee's perception is that
Colombian society is based on institutional paradigms, religious doctrine,
and a heterosexual approach. Finally, while the teachers feel that they are
addressing the issue and there is not rejection towards the LGBTIQ
community, the students express that they feel discriminated against, that
they are seen as "weirdo" and that it takes time to fit into the classroom.
Key words: Gender equality; Institutionality; LGBTIQ community;
Perception.
Resumen
En la sociedad actual se presentan dinámicas de cambio rápidas y
constantes alrededor de la diversidad de género, raza, religión y cultura.
Aunque actualmente se habla de educación inclusiva y se han logrado
avances significativos respecto a algunos grupos minoritarios, en algunos
países como Colombia el panorama no es el mismo. Este estudio se realizó
en una institución de educación superior privada ubicada en
Cundinamarca, Colombia, con el objetivo de conocer la percepción de
estudiantes y profesores de un pregrado frente a la inclusión de la
diversidad sexual en el escenario de aprendizaje. La población de interés
es la comunidad LGTBIQ (Lesbianas, Gays, Bisexuales, Transexuales,
Intersexuales y Queer). La investigación responde a un estudio cualitativo
descriptivo basado en una entrevista semiestructurada realizada a dos
estudiantes y dos profesores (con consentimiento informado), para su
análisis descriptivo se utilizó el software Atlas Ti, versión 8.0, del cual se
obtuvieron las siguientes categorías deductivas: discriminación,
diversidad, invisibilidad y finalmente como resultado una categoría
inductiva: institucionalidad. La percepción de los entrevistados es que la
sociedad colombiana está basada en paradigmas de institucionalidad,
doctrina religiosa y enfoque heterosexual. Finalmente mientras los
profesores sienten que abordan el tema y no existe rechazo hacia la
comunidad LGBTIQ, los estudiantes expresan que se sienten
discriminados, que los miran como “bichos raros” y que lleva tiempo
encajar en el aula de clase.
Palabras clave: Comunidad LGBTIQ; Igualdad de género;
Institucionalidad; Percepción.
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Introduction
Contemporary society is characterized by dynamics of rapid and
constant change around diversity of gender, race, religion and
culture. Frequently in the media we observe facts related to any type
of discrimination that are socially repudiated through social
networks or synchronized citizen demonstrations in various parts of
the world; and it is this scenario, which highlights an urgent call to
education to review its training role based on respect and tolerance
towards differences.
Since the end of the previous century, there has been talk of inclusive
education as a model that avoids educational disparity and it has been
achieved, significant progress has been made for some minority
groups; however, this panorama is not the same in all countries. In
the case of Colombia, research conducted (Brigeiro, Castillo and
Murad as cited in Franco, Correa, Venet and Pérez, 2016) on
problems related to negative attitudes towards minority populations
make an urgent call to be addressed, and not only from young people
but also from teachers, confirming what another study reveals
(Franco, Correa, Venet and Pérez, 2016) in which the perception of
students is that some teachers do not know about sexual diversity;
and at the same time, they state negative attitudes towards the
lesbian, gay and bisexual population. Similarly, news related to
discrimination are continuously part of the news agenda of some
media in Colombia and cases of bullying in schools for being
homosexual are the most frequent and in many spaces the
phenomenon has become naturalized.
For the purposes of this document, which seeks to propose a training
plan to include diversity in the classroom in a higher education
institution, the SWOT matrix was developed based on qualitative
research. In this sense, the elements that were taken into account in
the training plan are the result of semi-structured interviews and
literature review in databases.
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Higher education as a scenario for the inclusion of sexual diversity
in the classroom.
The university as an educational system and the classroom as a social
system are an active part of society, dependent on it for support.
Likewise, to the extent that the academic system is a distinct
subsystem of society, complex interdependent forms are interwoven
between the two, and thus the university depends on external sources
for its political and economic support, even when its efforts are not
of an immediate pragmatic nature. (Parsons, 1968). Under this
principle this study will be developed, which seeks to make an
approximation of how what happens in the classroom is a reflection
of society, and in this particular case, focused on the inclusion of
sexual diversity in the classroom.
The educational scenario object of this research is a higher education
institution with more than 25 years offering academic programs in
Colombia. It began its work in 1992 with 240 students in Bogota and
by 2018 it had approximately 130 thousand students and 4,800
collaborators, including professors and administrative staff. It
currently offers professional technical, labor technical, technology,
university, specializations and master's degrees in more than seventy
municipalities in the country. Thus, the geographical dispersion and
the number of students and collaborators frame this institution, in a
space full of multiple cultures, ethnicities, beliefs and sexual
identities.
In this order of ideas, it can be stated that an educational institution
has similar characteristics to an organization. For Chiavenato (2017),
"an organization is a set of people who act together and divide
activities in an appropriate way to achieve a common purpose"
(p.19); in the same sense, he explains that they are social instruments
that allow achieving objectives in a group way that would be
unattainable individually. And the university, as a subsystem of
society, is an organization whose core is to provide educational
services to a given population.
Under the above dynamics, for more than a decade there has been
talk of the need to have a diverse organizational composition,
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relating it to the assertion that the success of teamwork depends
largely on the individual attributes of each of the members. (Horwitz,
2005). For this same author, the core of the organization must be
diverse because he affirms that, if diversity is integrated, it will be
possible to work as a single cohesive and coordinated entity that
achieves common goals.
Now, when we talk about sexual diversity education, we are talking
about:
To teach students that there are people who have an erotic
and affective attraction to people of the same sex, that these
people deserve respect and that their families are as normal as
families formed by heterosexuals. In addition, it is explained
that there are people who have a gender that does not
correspond to their birth sex and that they deserve total
respect as any other person. No more and no less. (p.426).
As mentioned above, we seek to include sexual diversity in the
classroom and therefore it is key to indicate that for the purposes of
this document the term LGTIBQ will be used. In this regard, the
United Nations (UN) refugee agency UNHCR (2014), in order to
protect members of this community, issued guidelines on their
international protection. In this guideline, it gives scope to the
terminology for its proper use:
Lesbian: A woman who is enduringly physically, romantically
and/or emotionally attracted to other women.
Gay men: The term gay can be used for both men and women;
however, it is most often used to describe a man who is enduringly
physically, romantically and/or emotionally attracted to other men.
Bisexual: Used to describe a person who is physically, romantically
and/or emotionally attracted to either men or women.
Transgender: Refers to a gender identity and not a sexual orientation.
A transgender person may be straight, gay, lesbian or bisexual.
Intersex: Explains a condition in which an individual is born with
reproductive or sexual anatomy and/or chromosome patterns that do
not appear to conform to typical biological notions of male or
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female. These conditions may be evident at birth; they may also
appear at puberty, or they may only be discovered during routine
medical care.
Queer: Although not defined by UNHCR (2014), it is a
transitive verb that "expresses the concept of "destabilizing,"
"disturbing," "humping"; therefore, queer practices rely on
the notion of destabilizing norms that are seemingly fixed.
The adjective queer means "weird," "twisted," "strange."
(Fonseca, C., and Quintero, M., 2009).
Chin & Trimble (2015) assert that leaders of the 21st century will
find themselves increasingly involved in heterogeneous contexts
within organizations and communities; likewise, they assert that
these leaders need to be prepared to lead diverse workforces, deal
with rapid change and be more inclusive to respond to the concerns
of contemporary society, which are marked by change, innovation
and diversity. When talking about leadership for diversity, it is about
how differences and inclusion are reflected in the paradigms that
define leadership and how its effectiveness is evaluated. In this same
sense, Arredondo et al. (1996) affirm that teachers must have
multicultural competencies that go hand in hand with the diversity
of young people.
In the scenario that concerns this research, diversity is part of the
cultural richness of the classroom, all students are important no
matter who they are, where they come from or how they self-
identify. In the same way, teachers need to be aware that their
LGTBIQ students may experience some type of stress in the
classroom and that may affect their learning. (Lilienthal, Matyo,
Messinger, & Mims, 2018). So, when talking about diversity in the
classroom it includes sexual orientation, gender, and gender
identity/expression, (Barros Bastidas, C., & Turpo Gebera, O. 2018).
(Adams & Persinger, 2013). Within the perception of sexual
diversity in the classroom by students and teachers, the four
interviewees of this research gave their concept:
Interviewee 1. "Sexual diversity is free thought, free development of
personality. Where you are the owner of your body. You own your
standards within established limits."
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Interviewee 2. "The capacity that we all human beings have and want
to have to get out of these hegemonies and this, like, heteronormative
structure in which we all have to want something specific, so,
diversity is like this capacity to be able to develop ourselves sexually
as we want and in many ways."
Interviewee 3. "Free speech".
Interviewee 4. "The capacity we have as human beings to choose
freely. Whatever we want for our company, it can be permanent
company, or partial company".
Russell, Kosciw, Horn, and Saewyc (2010) developed a strategy that
suggests the school have resources and support available related to
LGBTIQ issues. One example noted in their study is the immersion
of the topic in the curricula; as well as including a course that serves
to promote a school climate of student well-being. In this same
analysis, they found that these strategies invite students to
distinguish between their personal values and an ethic based on
tolerance and inclusion. Likewise, Leonardi and Staley (2015)
confirm this strategy after recognizing the changes that have
occurred in global education systems.
In the 1948 Universal Declaration of Human Rights, the United
Nations (2015) stipulated in Article 1 that: "All human beings are
born free and equal in dignity and rights and, endowed as they are
with reason and conscience, should behave towards one another in a
spirit of brotherhood" (p. 2); and in Article 2 it stated that: "Everyone
is entitled to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, color, sex, language,
religion, political opinion or any other opinion.); and in its article 2
it declared that: "Everyone is entitled to all the rights and freedoms
set forth in this Declaration, without distinction of any kind, such as
race, color, sex, language, religion, political or other opinion,
national or social origin, property, birth or other status" (p.3). Under
this universal normative framework of the mid-twentieth century,
many countries legislated to give scope to the fulfillment of human
rights and to ensure that they are available to all their citizens.
In Colombia there is Law 1482 of 2011, also known as the Anti-
discrimination Law. It stipulates several aspects that seek to legislate
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and combat discrimination against the LGTBIQ community in
various contexts. Among its guidelines, the Law expresses clarity
regarding:
1. Prisons must respect inmates belonging to the LGBTI community.
2. Homosexual communities have the right to hold parades.
3. Lack of information about an adoptive parent's sexual orientation
cannot be a criterion for revocation of adoption
4. A person may not be prevented from being in a particular sector
or being detained because of his or her sexual orientation.
5. Kissing with your partner is part of your personal freedom,
regardless of your sexual condition.
6. Obligation of health insurance companies to perform sex
reassignment surgery.
7. Public schools may not deny student space to homosexuals.
8. Homosexual persons can donate blood without any discrimination
based on their sexual orientation.
9. Change of name for the second time on the basis of gender
identity.
10. Right to pension and patrimonial substitution in same-sex
couples.
11. Equal adoption is one of the rights recognized by the
Constitutional Court.
Likewise, in Colombia the political regulation for the LGBTIQ
community is very weak, as stated by Cornejo, Martínez and Vidal-
Ortiz (2018) when they state that in Latin America the protection of
these communities is centered in countries such as Brazil, Argentina
and Chile. This effect is largely due to a backwardness generated by
the armed conflict that the country has had to live through and by the
strong influence of the Catholic Church.
As far as the classroom is concerned, it is necessary to take into
account the local legislation that regulates the rights and duties of
each actor in this academic space. The 1991 Political Constitution of
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Colombia is one of the most liberal in Latin America, which
facilitated promoting the sexual and reproductive rights of
Colombians; however, the existence of a particular law, still
nonexistent, that protects the rights of LGBTIQ people is required
(Cornejo et al., 2018).
Materials and methods
The research was conducted in a private higher education institution,
located in Cundinamarca, Colombia, whose general objective was to
know the perception of the inclusion of sexual diversity (LGBTIQ
community) in the classroom, which students and professors of an
undergraduate program have. The results analyzed correspond to
four semi-structured interviews, developed according to Hernández-
Sampieri, Fernández, and Baptista (2014) "for a qualitative research
of phenomenological character due to the fact that questions were
asked about the essence of experiences: what several people
experience in common regarding a phenomenon or process" (p.471).
The instruments were applied to two students and an undergraduate
professor who are members of the LGTBIQ community and to
another professor from the same program who does not belong to
this population. (See annexes 1, 2 and 3). The interviews were
recorded and subsequently transcribed and for the organization,
categorization and analysis of the information the Atlas Ti software,
version 8.0, was used. The information was then coded and the
categorical map of the hermeneutic unit was developed. For the
segmentation, an alphanumeric code was developed for the primary
sources, the codes and the respective segments, three deductive
categories were considered: visibility, inclusion and learning-
teaching sexual diversity (see Table 1). The selected categories obey
what is described by Lee and Carpenter (2015) as the main factors
that generate criticism in the classroom.
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Table 1.
Alphanumeric segmentation codes for primary sources
Primary sources
Alphanumeric
code
Semi-structured interview LGBTI 1
A
Semi-structured interview LGBTI 2
B
Semi-structured interview Non-LGBTI
teacher
C
Semi-structured interview LGBTI teacher
D
Deductive Categories
Alphanumeric
code
Visibility
01
Inclusivity
Learning-teaching sexual diversity
The triangulation of the information was developed with secondary
information, indexed scientific articles, corresponding to qualitative
and quantitative research results that allowed the discussion of the
results. In the same way, the research responds to Resolution 8430
of 1993, Article 11, as a research without risk; nevertheless, the
interviews were carried out with prior informed consent, following
the ethical principles and the rigor of the regulations for research
with humans.
Results
Once the interviews were analyzed using Atlas Ti version 8.0
software, a categorical map was generated with the following
deductive categories: Inclusivity, visibility and learning - teaching
with a sexual diversity approach, see Figure 1; after the analysis, the
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following deductive categories were obtained: discrimination,
diversity and invisibility and an inductive category: institutionalism,
which are the basis for analyzing the perception of the interviewees.
Figure 1. Categorical map: deductive categories. Atlas TI version
8.0. Authors
In addition, a word cloud was generated in order to identify the terms
most frequently used by the interviewees, see Figure 2; for example,
the use of connectors or crutches is frequent, as well as the repetition
of the following words: community, sexuality, people, freedom and
knowledge.
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Figure 2. Word cloud. Atlas TI version 8.0. Authors
Discussion
In order to identify the perception of sexual diversity of the group of
interviewees, a SWOT (Strengths, Weaknesses, Opportunities and
Threats) matrix was developed (see Table 2). The categorization
performed was guided by the paradigms associated with the
composition, core and environment, known as the three Cs by their
initials in English. (Chin & Trimble, 2015).
Based on this analysis, an improvement plan was projected to
include sexual diversity in the classroom in order to understand the
challenges of education in terms of gender and sexuality and reduce
the invisibility of the LGBTIQ community in this scenario; pursuing
as a sole purpose, the promotion of inclusion, respect and
permanence of students and teachers. (Vigano and Laffin, 2017).
Thus, when we talk about inclusion in the classroom, we refer to the
need to include all the individuals that compose it, both the teacher
and his students regardless of the particularities.
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Table 2.
SWOT Matrix
Based on the findings identified in the SWOT matrix, a diversity
training plan has been proposed. This plan is designed on the basis
of systematic activities planned for the achievement of objectives
related to the inclusion of diversity in the classroom.
According to the results obtained in the inductive category called
institutionalism, it refers to the principles imparted by the church,
the family, schools and other institutions that make heterosexuality
be seen as a matter of normality, and everything that disagrees with
this context is considered "abnormal". This is consistent with studies
such as that of Cornejo et al. (2018), in which they report that
Colombia and Peru are countries where true inclusion has not
Fortress
Weaknesses
Corporate Principles: #2 Ethical Attitude
#5 Inclusion and educational equity, #10
cultural identity
Active students belonging to the
LGBTIQ community
Teachers belonging to the LGBTIQ
community
Intervention project: "The future of
LGBTIQ victims: an action to assert
themselves in society".
Culture shock refers to tensions and
feelings of discomfort and rejection.
Poor communication on the subject.
Lack of teacher training.
Fear to address the subject on the part of
teachers.
Didactic tools related to sexual diversity
exist but are not implemented in the
classroom.
Opportunities
Threats
Visibility of members of the LGBTIQ
community.
Integration of members of the LGBTIQ
community.
Training of LGBTIQ professionals
convinced of their capabilities.
Strategic location for offering education
to the LGBTIQ community
Rejection by groups against the LGBTIQ
population.
Competitor's offer with greater freedom
on this issue.
Rejection by supporters of the traditional
church
Shortage of personnel willing to address
the LGBTIQ community.
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occurred due to war, internal conflicts and the strong influence of
religious doctrine.
This last aspect means that teaching and learning about sexual
diversity is conditioned by the institutional framework and then
bifurcates between those who admit diversity in society and those
who discriminate against it. Those who include diversity make it
visible and this results in the inclusiveness of the LGBTIQ
population in the general community; and on the other hand, there
are those who discriminate against it, make it invisible and this
contradicts the possibility of including them as part of a community
and seeing them as individuals with equal treatment and rights.
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