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Religious freedom and LGBTIQA +  students

Tiffany Jones*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Introduction
The United Nations called member states to better support the education rights of lesbian, gay, bisexual, transgender, intersex, queer and asexual (LGBTIQA +) people in recent years. However, Australian policy debates about schools’ ‘religious freedom’ and exemptions around gender and sexuality discrimination continue.

Methods
This article explores 1293 LGBTIQA + students’ experiences around religious freedom, gender, and sexuality by school type using data from the 2022 ‘Gender and Sexuality Expression in Schools’ survey. To understand correlations for students’ religious vs. non-religious educational institution types, basic descriptive and correlative statistical analyses were undertaken for quantitative data in SPSS and Excel including chi-square tests, alongside Leximancer-supported thematic analyses of qualitative responses.

Results
Attending religious schools was associated with (1) increased anti-LGBTIQA + and religious freedom-restricting policies, messages, and practices; (2) increased sexual orientation and gender identity and expression change efforts (SOGI- ECE) messages and practices; and (3) increased negative consequences and feelings. In religious education sites, professionals — especially teachers/educators — were more likely to spread anti-LGBTIQA + messaging at class/group and school-wide levels especially around ‘sinning’; however, professional codes appeared deterrents for school psychologists. In government schools, students more often unofficially spread anti-LGBTIQA + messaging around ‘brokenness’ or ‘social harmfulness’, mostly one-on-one.

Conclusions
The article shows the value of anti-discrimination laws and professional codes in reducing official problematic practices, for those contexts and professionals they applied to.

Policy Implications
Removal of exemptions for religious education institutions in anti-discrimination laws, revisions of education policies, and clearer protections for LGBTIQA + people in educators’ professional codes are recommended.
Original languageEnglish
Pages (from-to)1133-1151
Number of pages19
JournalSexuality Research and Social Policy
Volume20
Issue number3
Early online date14 Jan 2023
DOIs
Publication statusPublished - Sept 2023

Bibliographical note

Copyright the Author(s) 2023. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • school
  • gender
  • sexuality
  • conversion
  • LGBT
  • policy
  • practice

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