Higher education as a setting for the inclusion of sexual diversity in the classroom

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 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.