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A Global School Climate Crisis: Insights on Lesbian, Gay, Bisexual, Transgender & Queer Students in Latin America

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A Global School Climate Crisis: Insights on Lesbian, Gay, Bisexual, Transgender & Queer Students in Latin America A Global School Climate Crisis: Insights on Lesbian, Gay, Bisexual, Transgender & Queer Students in Latin America A Report from the GLSEN Research Institute | www.glsen.org and Todo Mejora | www.todomejora.org A Global School Climate Crisis: Insights on Lesbian, Gay, Bisexual, Transgender & Queer Students in Latin America by Joseph G. Kosciw, Ph.D and Adrian D. Zongrone, M.P.H. In collaboration with our partners: ARGENTINA BRAZIL COLOMBIA 100% Diversidad ABGLT and Grupo Dignidade Colombia Diversa and Sentiido y Derechos MEXICO PERU URUGUAY El Clóset de Sor Juana, COJESS, Fundación Arcoiris, and INSPIRA A.C PROMSEX Colectivo Ovejas Negras GLSEN Todo Mejora National Headquarters National Headquarters 110 William St. Lo Encalada 243 New York, NY 10038 Ñuñoa, Santiago de Chile USA Chile Ph: +1-212-727-0135 [email protected] Fax: +1-212-727-0254 www.todomejora.org DC Policy Office Make Office K Street 6th Floor, Attn: GLSEN 1015 15th Street, NW Washington, DC, 20005 Ph: +1-202-347-7780 Fax: +1-202-347-7781 [email protected] www.glsen.org GLSEN is the leading national education organization focused on ensuring safe schools for all students. Established in 1990, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. GLSEN seeks to develop school climates where difference is valued for the positive contribution it makes to creating a more vibrant and diverse community. For more information on our educator resources, research, public policy agenda, student leadership programs, or development initiatives, visit www.glsen.org. Todo Mejora was founded in 2012 as an affiliate of It Gets Better to promote the well-being of children and adolescents who experience bullying and suicidal behavior due to discrimination based on sexual orientation, identity and gender expression. We work to reduce the suicide rates of children and eradicate bullying in schools, creating safe environments. © 2019 GLSEN & Todo Mejora ISBN 978-1-934092-26-2 When referencing this document, we recommend the following citation: Kosciw, J. G. & Zongrone, A. D. (2019) A Global School Climate Crisis: Insights on Lesbian, Gay, Bisexual, Transgender & Queer Students in Latin America. New York: GLSEN. Graphic design: Adam Fredericks This report and all other GLSEN research reports are available at www.glsen.org/research. ii A Global School Climate Crisis: Insights on Lesbian, Gay, Bisexual, Transgender & Queer Students in Latin America TABLE OF CONTENTS PREFACE ........................................................................................................................................vii ACKNOWLEDGEMENTS ...................................................................................................................xii EXECUTIVE SUMMARY ...................................................................................................................xiii INTRODUCTION ............................................................................................................................... 1 National Contexts of the Latin American Countries in the Study ...................................................... 3 Argentina ............................................................................................................................. 4 Brazil................................................................................................................................... 4 Chile ................................................................................................................................... 4 Colombia ............................................................................................................................. 5 Mexico ................................................................................................................................. 5 Peru .................................................................................................................................... 5 Uruguay ............................................................................................................................... 6 METHODS AND SAMPLE .................................................................................................................. 7 RESULTS: EXPERIENCES OF HOSTILE SCHOOL CLIMATE FOR LGBTQ STUDENTS ............................ 11 School Safety ........................................................................................................................... 13 Exposure to Biased Language ..................................................................................................... 15 Students ............................................................................................................................ 15 School Staff ....................................................................................................................... 15 Intervention by School Staff ................................................................................................. 15 Experiences of Harassment and Assault at School ........................................................................ 17 Reporting of School-Based Harassment and Assault ..................................................................... 19 Hostile School Climate, Educational Outcomes, and Well-Being .................................................... 21 Absenteeism....................................................................................................................... 21 Sense of School Belonging ................................................................................................... 21 Well-Being ......................................................................................................................... 23 Conclusion ............................................................................................................................... 24 RESULTS: SCHOOL-BASED RESOURCES AND SUPPORTS ................................................................ 27 Availability of School-Based Resources and Supports ............................................................. 29 Supportive School Personnel ...................................................................................................... 29 Availability of Supportive School Staff................................................................................... 29 Comfort Speaking with School Staff ...................................................................................... 26 Benefits of Supportive School Staff ...................................................................................... 32 Inclusive Curricular Resources ................................................................................................... 33 Curricular Inclusion ............................................................................................................. 33 Textbooks and Readings ...................................................................................................... 33 Benefits of Curricular Inclusion ............................................................................................ 34 School Policies for Addressing Bullying, Harassment, and Assault ................................................. 35 Availability of School Policies ............................................................................................... 35 Benefits of School Policies ................................................................................................... 35 Conclusion ............................................................................................................................... 37 DISCUSSION ................................................................................................................................. 39 Limitations ............................................................................................................................... 41 Considerations of Culture, Language, and Social Norms Across Countries ....................................... 41 Differences in School Staff Positions and Roles ..................................................................... 41 Monitoring and Supervision of Students ................................................................................ 42 Reporting Negative School Experiences ................................................................................. 42 Role of Family-School Connection ........................................................................................ 42 Presence, Implementation, and Effectiveness of School-Level Interventions ............................. 43 iii Social Expectations about “Traditional” Gender Roles ............................................................ 43 Religion and Religiosity ....................................................................................................... 43 General Conditions Regarding School Violence ....................................................................... 44 Public Attitudes about LGBTQ People ................................................................................... 44 Language and Translation .................................................................................................... 45 Conclusion and Recommendations ............................................................................................. 45 Laws, Policies and Their Local Implementation
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