Sexual Orientation & Gender Identity Equality in FE
The Skills Funding Agency has published the study ‘Sexual Orientation and Gender Identity Equality in Adult Learning’. Babcock Research examined the experiences of lesbian, gay, bisexual and transgender (LGB and/or T) learners in Further Education (FE).
Geoff Russell, Chief Executive of the Skills Funding Agency said:
“It is an authoritative, rigorous and comprehensive research report, based on the views of nearly 450 LGB and T learners. It shows that there is much to celebrate as the experience of the majority is positive: when asked to rate how welcoming their college or provider is, the average score was 7.56 out of ten. However, it also shows that there is no room for complacency: a significant minority continue to report bullying, harassment or other barriers to achievement.”
Babcock Research teamed up with the Gender Identity Research and Education Society (GIRES) and the Lesbian and Gay Foundation (LGF) to design and promote the research. The survey was also promoted through Further Education providers; LGBT groups and the National Union of Students (NUS).
Key findings from the research included:
- 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.
The research also examined learners’ views on the policies and systems that FE providers had in place.
- Two-thirds of respondents were aware that their learning provider had an Equal Opportunities policy mentioning sexual orientation.
- Only around a third of respondents thought that equality policies seemed to translate into reality in their FE provision.#
- Just over half of respondents were aware of a bullying/harassment reporting mechanism at their place of learning.
- Trans respondents were more likely than LGB respondents to state that the rules and policies were too generic.
- One tenth of respondents stated that there were no clear rules and policies.
A third of respondents recorded that they had positive experiences due to their sexual orientation or gender identity. The report highlights that the needs of lesbian, gay, bisexual and transgender learners are being developed in a positive light. However, it also noted that further work still needs to take place to help FE providers develop their policies and practice.
Recommendations from Babcock Research included:
- 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.
Geoff Russell, also went on to say:
“I very much endorse the recommendations in this report as an important milestone in realising the vision of a sector in which equality is fully embedded and where all learners feel safe and comfortable to be open about their sexual orientations and gender identities.”
The full report can be accessed through the following link: