The International Journal of Indian Psychology
ISSN 2348-5396 (Online) | ISSN: 2349-3429 (Print)
Volume 11, Issue 3, July- September, 2023
DIP: 18.01.082.20231103, DOI: 10.25215/1103.082
[Link]
Research Paper
Sexual Minorities Students in Educational Institutions: Identity
and Other Challenges Faced by LGBTQ Individuals
Ashish Kumar1, Dr. Reema Gill2*, Dr. Nidhi Verma3
ABSTRACT
Gender and sexuality are viewed as cultural constructs in queer theory. The Queer Theory
examines heteronormativity, patriarchy, and heterosexuality. It addresses deviant genders,
sexualities, and sexual expressions in society. Coming out publicly as lesbian, gay, bisexual,
transgender, or queer (commonly shortened as LGBTQ) can be difficult. LGBTQ students in
India face sexual harassment, bullying, gender dysphoria, anxiety, depression, and slurs from
peers. After this humiliation, students lose confidence and feel sad. Negative teacher and
administrator interactions hinder children’s socialisation. Students should attend impartial
schools. Bullied LGBTQ students often commit suicide. This article examines marginalised
LGBTQ students and their safety in Indian schools. The authors recommend improving
LGBTQ student conditions in schools, colleges, and universities, especially in India.
Keywords: Queer, Sexual Minorities, Gender Dysphoria, Bullying, Sexual Harassments,
Mental Health
E very person is born into a specific gender, and this is reflected in their sexuality and
gender identity, which are referred to together as LGBTIQ. The word “LGBTIQ” is
used to cover all of these bases. Although they may sound the same, “sex,” “gender,”
and “gender identity” all have distinct meanings, as does the lengthy acronym LGBTQ.
Sexual orientation is implied by the first three letters of LGBTQ. Lesbian is denoted by an
“L”. They are females who are drawn to other females. Then “G” denotes Gay. They are
males who enjoy males in general. The word Bisexual is denoted by the letter “B”. They are
individuals drawn to both men and women. Trans is a term that centers on gender identity
and begins with the letter “T”. Its foundation is the assumption that sex and gender are
distinct. That’s why it’s important to remember that the term “girl” or “boy” refers to a
social construct rather than a biological one. However, there are individuals for whom these
binary characteristics are inaccurate. They want society to recognise that they identify as a
gender other than that of their sex. Therefore, if a person’s gender and biological sex are
different. A trans woman or trans man is what we refer to. However, there are people who
1
Doctoral Fellow, Department of Sociology, Central University of Haryana, Jant-Pali, Mahendergarh, India
2
Assistant Professor, Department of Sociology, Central University of Haryana, Jant-Pali, Mahendergarh, India
3
Associate Professor, Amity Institute of Behavioural & Allied Sciences (AIBAS), Amity University, Gurugram,
Haryana, India
*Corresponding Author
Received: June 03, 2023; Revision Received: July 18, 2023; Accepted: July 21, 2023
© 2023, Kumar, A., Gill, R. & Verma, N.; licensee IJIP. This is an Open Access Research distributed under the
terms of the Creative Commons Attribution License ([Link]/licenses/by/2.0), which
permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly
cited.
Sexual Minorities Students in Educational Institutions: Identity and Other Challenges Faced by
LGBTQ Individuals
don’t fit neatly into either of these binaries and must instead seek out their own (Nigudkar J.
R., 2020) unique sense of self.
Non-binary is the proper phrase, and there is as wide a range as there are persons on the
planet. Intersexuality is represented by the “I” some people do not have definite biological
sex at birth. Surgery may be performed on intersex children in order to change their sex and,
as a result, identify a particular sex. The name “Queer,” from which the letter “Q” derives, is
an umbrella term for this very contentious interference with the personal bodily of
intersexual persons. which. Anywhere on the sexual orientation continuum is covered by it.
The LGBTQ community as a whole, as well as sex, gender, and identity owing to
intersexual people’s rights. Recently, several nations added a third gender to the definition
of male and female. The traditional definitions of sex have been re-examined in today’s
more inclusive culture. Between these extremes, there is a wide range of possible methods
for an individual to express and live out their gender identity (Explanatory Channel, 2022).
LGBTQ Students in Educational Institutions
A well-educated population is essential to the growth and stability of any society. Therefore,
it is essential that we should work to enhance conditions in all educational institutions for
better learning for all. We can only reach our goal if schools are safe and welcoming places
for individuals of various races, economic statuses, and different sexes. Notwithstanding
this, enforcing the law in classrooms can be challenging due to a lack of resources (such as
security, adequate training, and on-site counsellors). There is a growing number of sexual
minority students attending schools, colleges and universities. As LGBTQ students, they
face numerous challenges in their daily lives, whether in the classroom, outside of the
classroom, in their living area, in public places, and so on. Here, various studies related to
LGBTQ students’ challenges in educational institutions are given below: -
Some of the challenges faced by LGBTQ students in educational institutions are bullying
and harassments exposure to derogatory slurs assault harassments etc.
LGBTQ Students’ Experiences in Educational Institutions
LGBTQ students who go to college or university face problems that are unique to them,
especially if they come from a low-income or economically marginalised background. The
fact that college graduates have a higher average age than the overall population and seem to
be consequently more prone to being unemployed exacerbates the difficulties of making a
living. They feel even worse about requesting their parents’ financial support so often when
other young people their age have jobs and can provide for themselves. Their life after
reaching the University level becomes more hostile for those of the LGBTQ community
who are members of underrepresented groups, such as those who are low-income,
economically marginalised (LIEM), or members of a minority race or religion. According to
a study conducted by Truong et al. (2020), 40% of 1,534 black LGBTQ students had been
the target of biological sex, gender identity, and/or race-related discrimination or abuse, with
black gender nonconforming students being the most frequently targeted demographic. A
systematic literature review and recommendations for prevention and intervention on
cyberbullying with LGBTQ students who have been persecuted, but the findings are
inconsistent and do not reveal their concerns (Abreu & Kenny, 2018; Stoll & Block, 2015).
Bullying and harassment are more common among LGBTQ adolescents than among their
straight and cisgender counterparts at school (Kann et al., 2016; Abreu & Kenny, 2018;
Kosciw et al., 2020). Consider the following as an illustration of my point: Kosciw and his
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Sexual Minorities Students in Educational Institutions: Identity and Other Challenges Faced by
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colleagues discovered that during the past academic year, 95% of LGBTQ students heard
homophobic slurs and 92% heard negative comments about their appearance at school
(2020). A third of LGB students attempted suicide in the previous year, and another 40%
seriously contemplated it (Kann et al., 2016). Transgender and genderqueer teenagers had
more negative school experiences than their cisgender straight and cisgender sexual minority
peers. In 2018, Day and his colleagues investigated 398 transgender children. The research
indicates that these students are more vulnerable to being mistreated and have a negative
outlook on their classroom setting (Day, J. K., Perez-Brumer, A., & Russell, S. T., 2018).
Exposure to Derogatory Slurs and assault experiences at School
As per the 2019 National School Climate Survey three-quarters of LGBT students reported
that they were regularly subjected to homophobic or sexist statements at school. Eight out of
ten students report hearing the word “gay” used negatively by a teacher or another student at
least once every week. The great majority of children reported receiving homophobic
comments or behaviours from school officials. According to kids, school personnel did not
interfere less than 20 percent of the time when they heard homophobic or insulting remarks
about gender presentation. Approximately forty percent of children have heard peers make
racist remarks. The absence of “masculinity” among students was criticised more often than
their lack of “femininity” (Joseph G. Kosciw, 2011).
According to the 2019 National School Climate Survey reports those students who identified
as LGBTQ were the targets of bullying and violence because of their sexuality. Eighty-plus
percent of students reported being verbally abused at school because of their sexuality, and
over 65 percent reported being assaulted because of their sexual identity. Approximately
40% of children who report being physically bullied because of their sexual orientation at
school are transgender (pushed or shoved). One in five kids reported being the target of
sexual orientation or gender identity-based violence at school in the previous school year.
This included being attacked, punched, or injured with the weapon. Girls were more likely
than boys to be victims of relationship hostility (being purposefully ignored by peers or
spreading malicious rumours). Over half of the students experienced cyberbullying last
school year (Joseph G. Kosciw, 2011).
School Safety
According to the National School Climate Survey, 2019 indicates 72 percent of LGBT
students have regularly faced homophobic or sexist slurs at school. At least once a week,
eight out of ten youngsters report hearing a pejorative use of the word “gay” at school, either
from a teacher or a classmate. The majority of the students reported homophobia from
instructors and other staff members. Students indicated that school staff did not intervene
less than 20 per cent of the time when they heard homophobic or disrespectful statements
about gender presentation. Around 40 percent of students report hearing racist remarks from
their classmates. More frequently than their lack of “femininity,” pupils’ lack of
“masculinity” was criticised (Ibid.).
Reported Harassment and Assault in Schools
Most of the LGBTQ youth who experienced bullying or abuse at school did not tell an adult
about it. Students’ concerns that staff would not appropriately manage the problem or that
reporting would escalate the situation were the most frequently cited reasons for not
reporting occurrences of harassment or violence to school employees. Only about a third of
students who were bullied or harassed and told school officials about it thought the problem
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Sexual Minorities Students in Educational Institutions: Identity and Other Challenges Faced by
LGBTQ Individuals
was solved well. The vast majority of students who were polled on how staff reacted to
reports of victimisation said that nothing was done (Joseph G. Kosciw, 2011).
Article 377: Drafting and Revocation
In accordance with British-era Section 377, anyone who knowingly engages in sexual
intercourse outside of the bounds of nature with another human being or mammal shall be
punished with capital punishment or with confinement of either sort for a time that might
also exceed 10 years and shall be liable for a fine. Furthermore, life in jail should be the
penalty for anyone who knowingly engages in sexual activity with more than one human or
animal in a manner that is not within the confines of nature. (Grace Jeyramani vs. E. P.
Peter, 1982) A penetrating touch is all that is needed to count as sexual intercourse for the
crime described in this section.
Before revocations of IPC Section 377 and pending jurisdiction on LGBTQ issues, it was
considered a serious offense. However, this is only possible after a laborious procedure has
been carried out in its entirety. Therefore, Kennedy authorized anti-sodomite violence and
illegal acts against cis women for the benefit of trans women. To paraphrase Justice
Kennedy’s opinion in the Lawrence case, “the state cannot devalue their lives or dictate their
fate by labelling their intimate sexual behaviour as a felony” (Gupta, 2012). This was said
because anti-sodomy laws have such a negative effect on the lives of sexual minorities. It
was necessary to modernise India's legal system so that same-sex couples wouldn’t have to
live in fear of discrimination.
The pervasive atmosphere of crime that Section 377 fosters pose the gravest threat to the
dignity and rights of a sizeable minority in India. If sodomy were decriminalised, this would
mean removing a barrier not only to the sexual act itself but also to the lives of real people
whose lives are intertwined with that action. The courts would need to be conscious of this
fact. Decriminalizing 377 would be beneficial for people who identify as homosexual,
bisexual person, lesbian, transgender, or hijra since it would help them feel more accepted,
comfortable, confident, and proud of who they are. The LGBT rights movement would
benefit from coming out of the closet and engaging with the mainstream of civilized society
on a more equal basis if decriminalisation were made mandatory to prevent another Khairati
and another Lucknow (Gupta, 2012).
Homophobic organisations in India persecuted sexual minorities under Article 377 of the
IPC, 1860. Although Indian society has generally embraced homosexual activity,
homophobia is not new. Look at ancient Indian literature’s more open and positive depiction
of human sexuality. India’s politics and culture have been shaped by several foreign rulers.
Muslims and the British consider heterosexual sexual activity a “sin against nature” and a
serious violation of God’s law. The LGBT community and others who sought to have
Section 377 removed from the Indian Penal Code, 1860, from its addition in 1860 to its
repeal by the Supreme Court of India on September 6, 2018, are exemplified by this
campaign.
LGBTQ Students’ Safety in Educational Institutions
It is right to say that the only thing that schools owe LGBTQ students is a safe environment
in which to learn. Schools must prioritise student safety while considering how to best
encounter the wants of sexual minority groups students. It is essential, but not enough on its
own (Sadowski, 2016). In my opinion, the theme’s security should be fool proof. That all
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children, regardless of their socioeconomic status, should feel welcome in the classroom was
an unarguable given. It is crucial that young people who identify as LGBT feel safe at
school. Students in classrooms should speak up more often. The panel voted down the
proposal, citing the debate over the “Children of the Rainbow” curriculum in New York City
schools as its rationale. Educator activists came to the urgent and accurate conclusion that
daily oral and physical harassment of LGB students led to a lack of safety for these students,
which in turn had a severe impact on their academic performance, physical health, and
mental well-being (Sadowski, 2016). Antibullying programmes and regulations have been
incredibly helpful for students who identify as LGBTQ or who are at risk of being bullied
because of who they are (PFLAG).
Gender Dysphoria
Dr. S hekhar Seshadri, a psychiatrist and professor at the Department of Child and
Adolescent Psychiatry at NIMHANS, Bengaluru, states that children as young as five or six
can feel as though their emotional and psychological identity does not correspond with their
biological sex. This is called gender dysphoria. It is dependent on how they are taught to
look at ‘men’ and ‘women’ as a gender category. Some kids who say they have gender
dysphoria start to see it more often. The second set is those to whom he adds, “Not everyone
who plays with opposite sexes has a trans identity.” In other words, “they could finally
accept my homosexuality now that I’m an adult.” This is what the International Professional
Association for Transgender Health says should be done.
WPATH’s Quality of Care says that almost all children get over gender identity disorder
before or soon after they hit puberty. But when they hit puberty and get secondary sexual
traits, these feelings get stronger for some kids, and body abhorrence starts or gets worse.
One study concluded that strong gender deviance in adolescence was linked to gender
identity disorder that lasted through late adolescence and into young adulthood. Still, a lot of
adults and teens who have gender identity disorder say they don't remember ever playing
non-traditional gender roles. This is why, as the article says, “parents, other household
members, relatives, and members of the community may be surprised when a young person's
disorder first shows up in childhood.” Professionals in mental health talk in more detail
about how they can help the teen, their family, and themselves the most during this time of
change.
Transgender youth, according to Dr. Seshadhri, ought to have spent at least two years in
their preferred sex before transitioning to the gender they were assigned at birth. The data is
used to make predictions, and patterns are checked to see if they hold up. Parents will
sometimes bring their child to therapy if they notice problems at home that have to do with
gender. He says, “That evidence also needs to be looked at.” Even though he thinks
tolerance and understanding are slowly spreading through society, he says, “There are
numerous teenagers who do not wish to be tied to the binary because it makes it hard to
understand the diversity of human sexuality.”
Sexual Harassment
Studies have shown a correlation between sexual abuse and increased rates of suicidality and
emotional distress in the overall population of different countries (Devries et al., 2014),
Despite the prevalence of sexual abuse, little is known about its consequences for LGBTQ
youth. Studies have shown that LGBTQ students who have experienced sexual harassment
as compared to other children were more likely to consider suicide when adult (Clements-
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Sexual Minorities Students in Educational Institutions: Identity and Other Challenges Faced by
LGBTQ Individuals
Nolle et al. 2018). Instances of sexual abuse are more common among young people who
self-identify as sexual and/or gender nonconforming (Friedman et al. 2011). U.S. researchers
discovered that sexually harassed LGBTQ youth were more likely to show signs of
depression than their non-harassed classmates (Hatchel, Espelage, and Huang, 2017).
Bullying`
In present time suicidal attempts are increasing in schools, colleges, universities, hostels and
homes because of several reasons. Bullying is one of the issues which affects students’ life
physically, psychologically, and socially. These consequences increase the level of stress,
anxiety, lack of confidence, and suicidal attempts tendency among LGBTQ students.
Students who identify as LGBTQ have increased anxiety due to bullying in school (Payne &
Smith, 2013). LGBTQ Students are disproportionately affected by the societal issue of
bullying. A person's privacy and reputation are both protected by anti-bullying laws but
there exists lack of awareness regarding these legal tools. Bullies are children whose cruel
and hostile actions toward LGBTQ students go unpunished by schools and families. Equal
treatment of students is a must in all schools (Walton, 2010). There is no specific law
against bullying in India (Payne, 2007). Negative impressions of Bullies are created among
LGBTQ students who are already at a disadvantage because of their aggressive behaviour
(Payne & Smith, 2012).
Story of Bullying Suicide
Several cases of excessive peer-to-peer harassment, some of which were linked to student
deaths, have received widespread national attention in recent years. Government of different
nations at all levels have implemented or enhanced anti-bullying policies as a result of this
publicity. In September 2011, it was revealed that a high school kid in a Buffalo suburb of
USA had committed suicide as a result of years of anti-gay bullying. “I always explain how
bullied I am, but no one listens,” he said on Tumblr immediately before committing suicide.
Mental Health
The number of students on campus diagnosed with a significant mental illness and the
number of students who have sought out mental health care for themselves have both
increased dramatically in recent years (Hunt and Eisenberg 2010). Recent international
studies indicated that 33 per cent of undergraduates have seriously considered suicide at
least once in their lives. (Mortier et al. 2018). Mortier (2018) investigates several
hypothesised contributors to mental health glitches and suicidal tendencies rates among
LGBTQ students. These contributors include both LGBTQ-specific and more universal
aspects. It mainly focused on college and university students because of the high prevalence
of mental health problems in the sexual minority group of the student’s population, the
existence of potentially helpful university-related risks or variables, as well as the potential
utility of the educational setting for providing LGBTQ-specific therapies (Ibid.).
Bisexuals are more likely than any other LGB group to have mood swings and anxiety
(Lucassen et al., 2017; Plöderl and Tremblay, 2015). It was found that the LGBTQ
community shares many of the same factors that lead to suicide, self-harm, and poor mental
health as the overall population. The use of mental health care, the presence of current
mental health issues, suicidal tendencies are high, and self-harm is just some of the risk
factors previously found in LGBTQ children. In multivariate studies, it was found that each
of these risk factors was independently linked to the fact that the person was female (Ibid.).
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Sexual Minorities Students in Educational Institutions: Identity and Other Challenges Faced by
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Sexual Minorities
Gender variations in the experience of sexual minority stress may help explain why female
LGBTQ students are more inclined to attempt suicide than male ones (Lewis, Kholodkov,
and Derlega 2012). People who are attracted to women of a similar sex are more likely to
experience mental health problems as a result of the dual stresses of being a woman and a
member of a sexual minority (Szymanski 2005). Previous research revealed that sexually
marginal girls have a higher risk of depression and suicide than their heterosexual
counterparts (Lewis, Kholodkov, & Derlega, 2012). It has been shown (Marshal et al.,
2013).
CONCLUSION
According to IPC Section 4 (Right to Education), all citizens who are enrolled in public or
private educational institutions have the right to an education. After the removal of Section
377 of the IPC in 2018, a large group of members of sexual minority groups who had been
criminalised for a long time was released. They can now declare their sexuality and speak
out. They can choose spouses of the same gender, which was traditionally considered
unnatural. Now, these people can join open spaces, workplaces, academic institutions, etc.
with dignity and respect. As is commonly known, there are various types of people in sexual
minorities group with different interests and needs. Normally, who recognised by a variety
of labels, but they all fall under the LGBTQ canopy. LGBTQ youth groups are asserting
their rights after being labelled minorities. LGBTQ students need age-appropriate education.
These, LGBTQ category students experience many challenges at school from peers,
teachers, and staff due to their fluctuating gender identity. We know that “the beauty of
nature lies in diversity,” and these minority-sexed students are like a rainbow of colours.
Considering the sensitivity of their target group, government and non-government agencies,
politicians, educationalists, academicians, policymakers, activists, and media houses should
actively safeguard LGBTQ minority group students’ rights in public places and educational
institutions. Additionally, societies must be made aware of sexual minority groups through
campaigns, workshops, seminars, conferences, and promotional endeavours to encourage
education. Due to a lack of awareness of their fluid gender identities, the safety of sexual
minority students is a major issue. After coming out, some students committed suicide. They
face stress, sadness, bullying, slurs, ignorance, and discrimination in schools nationwide.
Public transit and dedicated seats for LGBTQ students should be free and reserved for them.
Moreover, a healthy educational atmosphere can be created for them by providing some
special rights. Bullying and eve-teasing should be considered severe offences against
LGBTQ people. Residential educational institutions should really have separate toilets and
rooms. Sensitizing academic and non-academic school, college, and university workers to
LGBTQ students through education and training Sex education, including LGBTQ
sensitivity, is undoubtedly important and should be incorporated into all school levels
curricula. The LGBTQ community needs representation in sex education curricula at all
ages and stages.
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Acknowledgement
The author(s) appreciates all those who participated in the study and helped to facilitate the
research process.
Conflict of Interest
The author(s) declared no conflict of interest.
How to cite this article: Kumar, A., Gill, R. & Verma, N. (2023). Sexual Minorities Students
in Educational Institutions: Identity and Other Challenges Faced by LGBTQ Individuals.
International Journal of Indian Psychology, 11(3), 863-871. DIP:18.01.082.20231103, DOI:
10.25215/1103.082
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