Sexual Orientation and Gender Identity Equality in Adult Learning
| Title | Sexual Orientation and Gender Identity Equality in Adult Learning |
| Author(s) | Donna James and Clare Lambley |
| Organisation | Babcock Research for the Skills Funding Agency |
| Date | May 2011 |
| No. of pages | 80 |
| Key words | Inequality; LGB&T; sexual orientation; gender stereotyping; bullying; harassment; community mentors; mentoring |
| Description | Babcock Research teamed up with Gender Identity Research and Education Society and the Lesbian and Gay Foundation to design a piece of research designed to investigate the experience of LGB&T users of adult learning. |
| Select quotations | Key findings: - “Fewer than one in six LGB learners surveyed had experienced bullying and harassment in adult learning due to their sexual orientation.
- Almost one in three (30%) Trans learners had experienced bullying or harassment in adult learning due to their gender identity.
- The most commonly reported form of bullying and harassment was discrimination in practical work in the classroom or tasks within WBL
- LGB&T learners on gender stereotyped courses such as beauty and engineering reported that they faced more problems and barriers compared to other learners.
- Depth interviewees related how they were attracted to adult learning through proactive action by providers e.g. taking recruitment to LGBT events.”
Recommendations: - “Encouraging providers who are confident that their provision is LGB&T friendly to recruit learners through LGB&T events.
- Providers should clearly demonstrate that bullying and harassment will not be tolerated, and publicise how learners can report cases should they arise.
- Using mentoring systems by FE providers.
- Sharing of effective practice on how to combat issues.”
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| Link | http://readingroom.skillsfundingagency.bis.gov.uk/sfa/sexual_orientation_and_gender_identity_equality_in_adult_learning-_published_august_2011.pdf |
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