Suchergebnisse

This paper aims to analyze teachers' discourses on young lesbians in the Portuguese schools. To that end, we carried out semi-structured interviews with 24 Portuguese teachers of middle and secondary schools. After having analyzed the retrieved data from the interviews, we identified four main themes: gender polarization; lesbian invisibility; homophobia; and measures against homophobia. Based on their discourses, we concluded that these interviewees have a small amount of knowledge about lesbian women's sexuality. Despite the legislative progress concerning the Lesbian, Gay, Bisexual and Transgender People's rights in Portugal, teachers are not prepared to deal with this issue both inside and outside the school environment. Furthermore, this research includes some recommendations to deal with homophobia in the Portuguese school context. This study will hopefully contribute to a better understanding of the discourses and practices towards young lesbians in the school panorama, highlighting the importance of promoting non-discriminatory attitudes in the Portuguese schools.

Abstract
This study analyses the experiences of discrimination of Portuguese lesbian women in school during their youth. Thirty-one semi-structured interviews were carried out on Portuguese territory with women who self-identify as lesbians. The participant discourses were systematized according to the thematic analysis of qualitative data. The following three main topics emerged from the analysis: (1) (In)visibilities, (2) Homophobia and (3) Reactions. Carrying out this analysis also allowed for the demonstration of existing Discrimination in School Settings (the central organizing concept of this analysis). One of the main study conclusions concerns double discrimination, reflected in double victimization, in association with the participants belonging to a social category, in particular a feminine non-normative sexual orientation. Through omitting the existence of sexual diversity and the lack of information on that subject, the heteronormative school context promotes social exclusion and becomes a potentially unsafe place for young women who self-identify as lesbians. Based on a commitment to social transformation, this study contributes to deepening the critical reflection on the experiences of lesbian women and the processes of exclusion to which they are subjected to in the Portuguese school setting. Simultaneously, the study addresses the main needs and specificities of this social group and thus contributes to the implementation of public policies and the development of critical views fostering diversity and social justice.