Tiffany Jones

Writing themselves in 3: the third national study on the sexual health and wellbeing of same sex attracted and gender questioning young people

Executive Summary Introduction This is the third of the Writing Themselves In national reports which have been conducted six years apart since 1998. In 2010, a total of 3134 same sex attracted and gender questioning (SSAGQ) young people participated in Writing Themselves In 3 (WTi3), almost double the number in 2004 and more than four times that of 1998. The participants, who were aged between 14 and 21 years, came from all states and territories of Australia, from remote (2%), rural (18%) and urban (67%) areas and from a range of culturally and linguistically diverse (CALD) backgrounds. There were more young women (57%) than young men (41%) and a smaller group (3%) who were gender questioning (GQ). Sexual feelings In 2010, the complex interaction of sexual attraction, identity and behaviour was even more evident than in previous studies. Most young men were exclusively same sex attracted but half of the young women were attracted to both sexes and less than one third exclusively to the same sex. More than a third of young people realized their sexual difference before puberty and there were few gender differences in age of first realization. More young people felt positive about their same sex attraction than in 2004. As in 2004, young people who felt bad about their sexuality used homophobic beliefs to describe their reasons whereas those who felt good used resistant, affirming explanations. Sexual identity Most young men identified as gay/homosexual. Young women were more likely to identify as bisexual. Young women chose a greater range of identity terms to describe their sexuality.

Sexuality education school policy for Australian GLBTIQ students

Education is state-run in Australia, and within each of the eight states and territories there are both government and independent schooling systems. This paper details the position of gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) students within Australian education policy documents nationally, focusing on the three largest states and educational sectors in Australia. Survey data are used to report on the schooling experiences of over 3000 Australian GLBTIQ young people aged 14–21 years. Data from interviews with key policy informants identify both the obstacles to implementing policies, and how such obstacles have been overcome. Much official policy sees sexuality education as promoting inclusive, protective and affirming messages around GLBTIQ students. There exist significant correlations between policy and a variety of well-being and psycho-social outcomes for GLBTIQ students, including lowered incidence of homophobic abuse and suicide, and the creation of supportive school environments. Ideal policy visions are outlined, along with practical recommendations of relevance to a variety of stakeholders.

A Sexuality Education Discourses Framework: Conservative, Liberal, Critical, and Postmodern

Sexuality education debates are layered with discourses based on markedly different constructions of sexuality. Rather than seeing these discourses as purely oppositional, this article frames them as complex and varied. It provides a new framework for understanding sexuality education which differentiates 28 discourses by orientation to education, whether conservative, liberal, critical, or postmodern. Their key assumptions, school-based approaches, sexuality frameworks, authorities, and methods are detailed. The article argues the value of considering multiple approaches and postmodern perspectives. This framework provides an introduction to sexuality education for those new to it and a fresh (re)conceptualisation of the field for other readers.

Saving rhetorical children: sexuality education discourses from conservative to post-modern

Sexuality policy is currently changing at global, national and local levels. This move is affecting the sexuality education discourses in education policies around the world. However, the changes are not always translating into a direct re-thinking of approaches, and in some cases result in a push for more conservative policy. This paper provides a discourse exemplar for understanding the broad range of sexuality education discourses currently at work in education policies and policy movements internationally. It is intended for use in sexuality education policy research, conception and practice. The different constructions of ‘the child’ at the core of the various discourses are examined, including the ways in which the different discourses attempt to ‘save’ these children from perceived sexuality problems through education. The article posits that such rhetorical children should not ‘stand in’ for the needs of actual children in sexuality policy, without being explicitly acknowledged as constructs.

Comparing Trans-Spectrum and Same-sex-Attracted Youth in Australia: Increased Risks, Increased Activisms

Tran-spectrum youth include those who are gender questioning, transgender, intersex, genderqueer, and androgynous. Drawing on data from an Australian study of more than 3,000 same-sex-attracted and trans-spectrum youth aged 14 to 21, this article compares a group of 91 trans-spectrum youth from the study to “cisgender” same-sex-attracted peers (who feel their gender identity aligns more fully with their ascribed sex). Comparisons are made on topics including identity disclosure and support; experience of abuse; suicide and self-harm; and school experiences. The trans-spectrum respondents particularly reported experiencing homophobic abuse and suicide attempts in response to homophobia and cissexism significantly more often than their cisgender counterparts. However, an exciting finding of the study was that some of these youth were able to reframe social rejection of their identities using a variety of self-affirming strategies. They were also more likely to respond to discrimination through activism, and many held high hopes for the ways in which they might impact their worlds in the future. The article finally reflects on the special provisions needed for this group in areas such as youth services and education, and the need for individuals to be supportive of trans-spectrum youth who disclose their identities to them.

Shaping sexual knowledge: a cultural history of sex education in twentieth century Europe

One could be forgiven, when investigating sex education, for thinking there are only two key discourses at work: comprehensive sex education and the conservative movement aiming to repress it. Much of what is published in books, journals, newspaper articles, radio discussions and (here I roll my eyes) televised news reports about what goes on in Western schools reflects this assumption. Often such texts explicitly promote this dichotomy. This is particularly true with texts privileging US cultural histories or perspectives. These texts vary in their selection of the focal point of their debate – it may relate to teenage pregnancy, homosexuality, sexually transmissible infections, safety, representations of the family, policy and so forth. But it is the depiction of the debate itself, the story of a struggle between power-holders and the sexually repressed, which is consistent. Extreme and polarised ideologies concerning ‘what our kids should be taught about sex’ are depicted as pitched in a valorised battlefield wherein one or the other side must clearly be championed, wherein one or the other side clearly has the children’s best interests at heart, whilst one or the other will lead them not only to personal ruin, but also to a damaging of society at large and a failing of its key institutions. Despite all Foucault’s insights, the plethora of sexuality discourses, and the complexities of their interrelations beyond a simplistic notion of repressive power, is frequently obscured in contemporary media. The value of Shaping sexual knowledge is threefold in combating this pervasive illusion. First, in focusing on European perspectives of sex education’s cultural histories, this book explores a range of discourses beyond the generalised and US-style dichotomy typically offered to the reader. The book includes various chapters about sex education cultural histories and debates in Britain, Sweden, Germany, Scotland, Italy, Austria, Poland, the Netherlands and Flanders and it draws together many narratives and sexuality education discourses generally overlooked and difficult to find in one text. Most of the authors resist sublimating their studies into the ‘grand narrative’ of dichotomised discourses and the editors’ introductions to the book also avoid amalgamating subsequent histories and political contexts too much. Second, Sauerteig and Davidson’s inclusion of a ‘historiography of sex education’ – a history of sex education histories – in the book’s general introduction furnishes a variety of alternative frameworks to the more common dichotomised perspective. These include policy-making and policy changes; feminist perspectives that focus on the evolution of social control of female sexuality and gender roles; and the paradigmatic framing of sexual knowledge as ‘public’ or ‘private’. While this is only a very cursory historiography, it does show that there are other perspectives and also does bring to the fore the way in which all cultural histories are both partial and interested.

From blues to rainbows: the mental health and well-being of gender diverse and transgender young people in Australia

This study of gender diverse and transgender young people reveals high rates of depression, suicidal thoughts and anxiety. Introduction This report is the culmination of many months of engagement across Australia with young people aged between 14 and 25 who have shared their thoughts, understandings, experiences, hopes and dreams with us through an online survey and online interviews. Their narratives are insightful, touching, and hopeful. Young voices have told us how they care for themselves as well as shining a light on how health services, schools, government and policy makers can better serve their needs. This research was designed to expand on findings from previous Australian research with young people that found that gender-questioning and transgender young people not only experienced higher rates of self-harm and suicidal thoughts, but were also more likely to be involved in activism than their cisgender and same-sex attracted peers. This later finding is a potentially positive one and points to the need for research to not only explore the mental health needs of these young people but also the ways in which they advocate and care for themselves in the face of discrimination and abuse.

Intersex: stories and statistics from Australia

Drawing on stories and statistics from the first national study of intersex, this book argues for a distinct framework to address intersex issues and identity, foregrounding people with intersex variations’ own goals, perspectives and experiences. Overview Sex is complex. Humans are simultaneously more similar in their sex development, and more diverse, than is commonly appreciated or understood. Females and males are not made of wildly different ingredients. The potential to have intersex variations—to be born with atypical sex characteristics—exists for all humans in the first few weeks of their prenatal development. 1.7% of people actually go on to be born intersex. However, most of us know little about intersex variations. This is only partly due to their occasional invisibility. Intersex people have historically faced deep social stigma—the assumption that they were simply bizarre aberrations from the human norm. Furthermore, intersex infants have been widely subjected to systematic institutional mistreatment, particularly within medical settings. Finally, some people with intersex variations have simply tried to integrate themselves unnoticed into the socially accepted categories of male and female. Drawing on stories and statistics from the first national study of intersex the book argues for a distinct ‘Intersex Studies’ framework to address intersex issues and identity—foregrounding people with intersex variations’ own goals, perspectives and experiences. Collected in 2015 and arranged in thematic chapters, the data presented here on 272 individuals gives a penetrating account of historically and socially obscured experience. This book is an important and long-overdue contribution to our understanding of human sexuality and a must-read for people with intersex variations, health practitioners, psychologists, advocacy groups, students, and anybody interested in knowing more about our diverse human make-up.

GLBTIQ teachers in Australian education policy: protections, suspicions, and restrictions

Recognition of human rights on the basis of sexual orientation, gender identity and intersex status by the United Nations has led to the development of new policies concerning homophobia and transphobia in educational contexts. This paper examines new Australian education policies impacting gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) teachers. A policy review uncovered a range of protections for GLBTIQ teachers in contexts such as the State of Victoria, alongside restrictions. Experiences of policy discussed in pilot study data from surveys of 63 Victorian GLBTIQ teachers, and in-depth interviews with nine Victorian GLBTIQ teachers, revealed that GLBTIQ teachers were relatively unaware of the protections available to them, compared to their awareness of protections for students. Many teachers were out as lesbian or gay to some staff members but fewer had come out to students. Teachers in religious schools had more difficulties, causing some to leave the sector. Further promotion of protections and more research are recommended.

How sex education research methodologies frame GLBTIQ students

The ‘bullied’ gay, lesbian, bisexual, transgender, intersex and otherwise Queer (GLBTIQ) student is a fairly recent figure in the sexuality education research literature. GLBTIQ students have previously been problematised by sex education research in a range of different ways and have been the subjects of varying methodological interventions. This paper explores how the different ways in which GLBTIQ students have been constructed by research, have been to some extent interdependent on the research questions behind the inquiries and the methodologies and methods employed to explore them. To achieve this, the paper draws on a Foucaultian view of research as discursive and the GLBTIQ subject as an entry point for considering different research discourses. It reviews constructions of GLBTIQ students in past, recent and emerging research projects through post-structuralist reflection on the key research reports, studies and peer-reviewed journal articles that have shaped the field of contemporary research. Rather than asserting a dichotomy between sex education research that contributes to constructions of the ‘deviant homosexual student’ and studies that contribute to ‘bullying victim’ tropes, the paper considers both the usefulness and limitations of the many different types of inquiries being pursued and the diverse constructions of GLBTIQ students they offer. Future research approaches for particular contexts and audiences are identified.