Keywords
creativity
diversity
LGBT
Teacher training Educación Secundaria
Creatividad
diversidad
LGTB
Formación Docente
How to Cite
Abstract
Secondary school teachers recognize the existence of conflicting problems and personal circumstances regarding respect towards sexual diversity and, more specifically, the rights of LGTBIQ+ students and teachers. This study analyses the characteristics of those teachers that approach this issue with positive involvement and attitudes, in relation to variables such as their level of creativity, gender, sexual orientation, age and religious beliefs. A total of 124 secondary school teachers—from both public and private, secular and religious schools, and aged between 27 and 65 years—participated in the study by answering a series of questionnaires. The results show that teachers who like to think and get involved in new and original projects, and consider themselves to be more creative, also have a more active and positive position and involvement towards sexual diversity. The gender variable is also significant. The variables age and religiosity appear to be significant in interaction with sexual orientation: older heterosexual teachers, as well as more religious homosexual ones, present more negative attitudes. These results are discussed in light of their educational implications.
References
Alderson, K. G., Orzeck, T. L., y McEwen, S. C. (2009). Alberta high school counsellors' knowledge of homosexuality and their attitudes toward gay males. Canadian Journal of Education, 32(1), 87-117.
Astudillo Lizama, P. (2016). La inestable aceptación de la homosexualidad. El caso de las escuelas católicas de elite en Santiago de Chile. Revista Latinoamericana de Educación Inclusiva, 10(2), 21-37. http://dx.doi.org/10.4067/S0718-73782016000200003
Bakaya, S. (2022). The Need for a LGBTQ Inclusive Curriculum and Professional Training of Teachers and School Staff In Gender and Sexual Diversity. In K.K. Ahuja & M. Dhillon (Eds), The Learning Curve (pp. 6-11).
Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245–276. https://doi.org/10.1207/s15327906mbr0102_10
Crooks, R., y K. Baur, (2009). Nuestra sexualidad. Cengage Learning.
Cropley, D. H., Kaufman, J. C., White, A. E., y Chiera, B. A. (2014). Layperson perceptions of malevolent creativity: The good, the bad, and the ambiguous. Psychology of Aesthetics, Creativity, and the Arts, 8(4), 400–412. https://doi.org/10.1037/a0037792
España, A., Guerrero, A., Farré, J.M., Canella, J. y Abós, R. (2001). La homofobia en el medio universitario. Un estudio empírico. Cuadernos de medicina psicosomática y psiquiatría de enlace, 57, 41-55
Fink, A., Weiss, E. M., Schwarzl, U., Weber, H., Assunção, V. L. D., Rominger, C., et al. (2016). Creative ways to well-being: reappraisal inventiveness in the context of anger-evoking situations. Cogn. Affect. Behav. Neurosci. 17, 94–105. https://doi.org/10.3758/s13415-016-0465-9
Franco-Morales, F., Correa-Molina, E., Venet, M., y Perez-Bedoya, S. (2016). The relationship between attitudes towards and knowledge of sexual diversity. Cultura y Educación, 28(3), 500-538. https://doi.org/10.1080/11356405.2016.1196896
Granero Andújar, A. (2021). Exclusiones y discriminaciones hacia las identidades trans en educación afectivo-sexual. Aula Abierta, 50(4), 833-840. https://doi.org/10.17811/rifie.50.4.2021.833-840
Hall, W. J., y Rodgers, G. K. (2019). Teachers’ attitudes toward homosexuality and the lesbian, gay, bisexual, and queer community in the United States. Social Psychology of Education, 22, 23-41. https://doi.org/10.1007/s11218-018-9463-9
Herraiz, F. (2021). Aprendiendo masculinidades a través de métodos visuales en investigación. Enlazando la dimensión académica, social y política en la subjetividad. EARI, 12, 240-253. https://doi.org/10.7203/eari.12.19776
Henriksen, D. (2016). The seven transdisciplinary habits of mind of creative teachers: An exploratory study of award winning teachers. Thinking Skills and Creativity, 22, 212-232. https://doi.org/10. 1016/j.tsc.2016.10.007
Jäckle, S. y Wenzelburger, G. (2015) Religion, Religiosity, and the Attitudes toward Homosexuality. A Multilevel Analysis of 79 Countries. Journal of Homosexuality, 62, 207-241. https://doi.org/10.1080/00918369.2014.969071
Kaufman, J. C., y Baer, J. (2004). Sure, I’m creative—But not in Mathematics! Self-reported creativity in diverse domains. Empirical Studies of the Arts, 22(2), 143–155. https://doi.org/10.2190/26HQ-VHE8-GTLN-BJJM
López, C. E. y Taype-Roldan, A. (2017). Asociación entre compromiso religioso y presentar actitudes negativas hacia hombres homosexuales, en un grupo de estudiantes de medicina peruanos. Acta Médica Peruana, 34(1), 33-40
Magagna, M. J. (2021). Las actitudes y prácticas del lenguaje inclusivo por profesores en las Montañas Roscosas y España (Doctoral dissertation, University of Wyoming)
Martínez Martín, M. y Carreño Rojas, P. (2020). El compromiso ético del profesorado universitario en la formación de docentes. Profesorado. Revista de Currículum y Formación de Profesorado, 24(2), 8-26. https://doi.org/10.30827/profesorado.v24i2.15150
Meyer, I. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129(5), 674-697. https://doi.org/10.1037/0033-2909.129.5.674
Meyer, I., Russell, S., Hammack, P., Frost, D., y Wilson, B. (2021). Minority stress, distress, and suicide attempts in three cohorts of sexual minority adults: A U.S. probability sample. PLoS ONE, 16(3), e0246827. https://doi.org/10.1371/journal.pone.0246827
Mills, M. (2004). Male teachers, homophobia, misogyny and teacher education. Teaching education, 15(1), 27-39. https://doi.org/10.1080/1047621042000179970
Navarro Espinach, G. (2019). La Edad Media a través del cine: la Trilogía de la vida de Pasolini. EARI, 10, 286-320. https://doi.org/10.7203/eari.10.14089
Nuñez-Flores, M., y Llorent, V. J. (2022). La educación inclusiva y su relación con las competencias socioemocionales y morales del profesorado en la escuela. Aula Abierta, 51(2), 171-180. https://doi.org/10.17811/rifie.51.2.2022.171-180
Orellana, L., Márquez Mansilla, C., Farías, P., Liempi, G., y Schnettler, B. (2022). Apoyo social, actitudes hacia la sexualidad y satisfacción vital según orientación sexual en estudiantes universitarios. Actualidades en Psicología, 36(132), 43-57. http://doi.org/10.15517/ap.v36i132.47033
Page, M. L. (2017). From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom. SAGE Open, 7(4). https://doi.org/10.1177/2158244017739949
Palaniappan, A. K., Tantixalerm, C., Asmawi, A., Li, L. P., y Mishra, P. K. (2015). Creative teaching for equality and equity across cultures. Annual Chicago International Conference on Education 2015. Chicago.
Ponce Gea, A. I., y Rodríguez Pérez, R. A. (2022). Ideas estéticas del alumnado de Educación Secundaria sobre lo patrimonial: estilo artístico e imaginario colectivo. Aula Abierta, 51(1), 45-56. https://doi.org/10.17811/rifie.51.1.2022
Pérez Navarro, P. (2018). Where Is My Tribe? Queer Activism in the Occupy Movements, InterAlia, 13, 90-101.
Pichardo, J. I., y Moreno, O. (2015). Diversidad sexual y convivencia: perspectivas del profesorado. En J.I. Pichardo y M. de Stéfano (Eds), Diversidad sexual y convivencia: Una oportunidad educativa. UCM.
Piedra, J., A. R. Rodríguez-Sánchez, F. Ries and G. Ramírez-Macías. 2013. Homofobia, heterosexismo y educación física: percepciones del alumnado. Profesorado. Revista de Currículum y Formación del Profesorado, 17 (1): 325–338.
Pietkiewicz, I., Kołodziejczyk-Skrzypek, M., & Pietkiewicz, I. J. (2016). Living in sin? How gay Catholics manage their conflicting sexual and religious identities. Archives of Sexual Behavior, 45(6), 1573–1585. https://doi.org/10.1007/s10508-016-0752-0
Pitt, R. N. (2009). “Still looking for my Jonathan”: Gay Black men’s management of religious and sexual identity conflicts. Journal of Homosexuality, 57(1), 39–53. https://doi.org/10.1080/00918360903285566
Planella, J. & Pié, A. (coords.) (2015). Políticas, prácticas y pedagogías TRANS. UOC.
Ramiro L., & Gaspar de Matos M. (2008). Perceptions of Portuguese teachers about sex education. Rev Saude Publica, 42(4), 684-92. https://doi.org/10.1590/S0034-89102008005000036
Ramon R., & Alonso-Sanz A. (2022). La c/a/r/tografía en el aula como instrumento de desarrollo creativo, visual y de pensamiento complejo a través de las artes. Kepes, 19(25), 531-563. https://doi.org/10.17151/kepes.2022.19.25.18
Richard, G. (2015). The pedagogical practices of Québec high school teachers relative to sexual diversity. Journal of LGBT Youth, 12(2), 113-143. https://doi.org/10.1080/19361653.2014.969866
Rivas San Martín, F. (2019). Internet, mon amour. Infecciones queer/cuir entre digital y material. Ecfrasis.
Robles-Reina, R., Alemany-Arrebola, I. & Gallardo-Vigil, M. A. (2017). Actitudes prejuiciosas hacia las personas homosexuales en estudiantes universitarios en Melilla. Modulema, 1, 165-186. https://doi.org/10.30827/modulema.v1i0.6532
Rodríguez-Castro, Y., Alonso-Ruido, P., González-Fernández, A., Lameiras-Fernández, M. & Faílde-Garrido, J. (2021). Validación de la Escala de Comportamientos de Sexting en Adolescentes: Prevalencia y Consecuencias Asociadas. Psicología Educativa, 27(2), 177 - 185. https://doi.org/10.5093/psed2021a9
Rodríguez Otero, L.M., y Treviño Martínez, L. (2016). Sexismo y actitudes hacia la homosexualidad, la bisexualidad y la transexualidad en estudiantes de Trabajo Social mexicanos. Trabajo Social Global. Revista de Investigaciones en Intervención Social, 6(11): 3-30 (2016). http://hdl.handle.net/10481/44260
Romero, V., & Gallardo, MA. (2019). El profesorado de Educación Secundaria Obligatoria y Bachillerato ante la Diversidad Sexual. REIDOCREA, 8, 357-366. https://doi.org/10.30827/Digibug.57757
Runco, M. A., y Dow, G. (1999). Problem finding. Encyclopedia of creativity, 2, 433-435.
Santoro, P., Gabrile, C. y Conde, F. (2011). El respeto a la diversidad sexual entre jóvenes y adolescentes. Una aproximación cualitativa. Injuve. Ministerio de Igualdad. Gobierno de España.
Saraç, L. (2015). Relationships between religiosity level and attitudes toward lesbians and gay men among Turkish university students. Journal of Homosexuality, 62(4), 481-494. https://doi.org/10.1080/00918369.2014.983386
Sawyer, K. (2009). Creative teaching and learning. Visitation lecture. Helsinki: University of Helsinki.
Shipley, H. (2014). Religious and sexual orientation intersections in education and media: A Canadian perspective. Sexualities, 17(5-6), 512-528. https://doi.org/10.1177/1363460714526115
Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19. https://doi.org/10.1037/a0024071
Torrego Seijo, J. C., Gomariz Vicente, M. Á., Caballero García, P. A., y Monge López, C. (2022). Cuestionario de convivencia escolar desde un modelo integrado para profesores. Aula Abierta, 51(1), 93-104. https://doi.org/10.17811/rifie.51.1.2022
UNESCO (2012). Education Sector Responses to Homophobic Bullying. París: UNESCO.
Viñoles-Cosentino, V., Sánchez-Caballé, A., y Esteve-Mon, F. M. (2022). Desarrollo de la competencia digital docente en contextos universitarios. Una revisión sistemática. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 20(2), 11-27. https://doi.org/10.15366/reice2022.20.2.001
Weber, H., Loureiro, de Assunção, V., Martin, C., Westmeyer, H., and Geisler, F. C. (2014). Reappraisal inventiveness: the ability to create different reappraisals of critical situations. Cogn. Emot. 28, 345–360. https://doi.org/10.1080/02699931.2013.832152
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2023 Aula Abierta