Abstract
Abstract : School youth with same-sex identities have been harassed, ostracized, discriminated against, violated, dehumanized and underserved in the South African school settings because of their disapproved non-normative sexual orientations (Butler, Alpaslan, Strumpher & Astbury, 2003; Butler & Astburty, 2008; Francis, 2017; Kowen & Davis, 2006; McArthur, 2015; Msibi, 2012). Although South Africa has come a long way in protecting the rights of individuals with same-sex identities, schools are often managed by hegemonic heterosexual infused policies and protocol, leading to schools being homophobic in nature (Francis, 2017). More to it, school policies (including curriculum) and procedures were designed in such a way that the rights, well-being and freedom of lesbian, gay, bisexual and transgender (LGBT) youth have been on the peripheries of school priorities (Bhana, 2014a). These factors raise the question on the obligations and role of the educational psychologists and their preparedness to address the needs of youth who identify with same-sex sexuality in a school environment that is policed with compulsory heteronormative practices (Francis, 2017). When faced with cases of same-sex sexuality youth, how do educational psychologists respond and create an enabling environment for such young people to interact and navigate in an often compulsory heteronormative environment. Data was collected through the use of semi-structured interviews which were audio recorded. Content analysis was used to find relevant themes related to the research question. Based on this, the study explored the responses of educational psychologist’s to the needs of school youth. Five educational psychologists were interviewed focusing on the way in which they have dealt with sexual- minority school youth, either in their private practice or within the educational sector. 4 The study brought forth that the biggest concern is that even though the participants showed a general willingness and comfort to work with sexual minority individuals, the minority are still led by their deep-seated institutional and socially constructed heterosexual preferences. Another core finding from this study is that even though educational psychologist understand that their work should be of a systemic nature, their engagements with schools are limited and often the intervention stops at the family. Lastly, a finding in this study was that educational psychologists lacked formal training focusing on the needs of sexual minority populations, which had a limiting effect on the effectiveness of the work of educational psychologists with sexual minority youth.
M.Ed. (Educational Psychology)