Abstract
Sexual and gender diversity in South Africa continues to be a threat in the drive social cohesion and constitutional ideals of a democratic and just society. Despite the emerging research on sexual diversity in education, there is a concerting paucity of such examination within the field of educational psychology. The wellbeing of young people with same-sex sexual orientations in educational setting are extremely compromised due to the compulsory heteronormative culture that is prevalent in these institutions. Educational psychologists are central to create an enabling and inclusive environment for these young people. The aim of this study was to explore what are the perceptions and needs of student educational psychologist to adequately respond to the needs of young people with same-sex sexual orientations in education settings and how to queer compulsory heteronormative learning institutions. This study was underpinned by self-efficacy and anti-oppressive education theoretical frameworks. A qualitative approach was utilized with a phenomenological research approach. A thematic analysis was embarked on from the conducted one-to-one interviews with 8 student educational psychologist at a university in the Gauteng Province. The findings from this investigation provides evidence that educational psychologists are not trained to work with learners with same-sex sexual orientations. Participates personal cultural and religious conflates their responsibility to ethically engage with young people with same-sex sexual orientations. Student educational psychologist are unaware of the daily experiences young people with same-sex sexual orientations are confronted with and lack the necessary skills to support these young people in an affirming manner. This study recommends an urgent consultation with trainers of educational psychologist to review the curriculum of student educational psychologist. It further suggests that educational psychologist should be exposed to educational that is critical of privilege and othering and lastly in-service programmes should continuously expose educational psychologist with knowledge and skills to create a safe, enabling and inclusive learning environment for young people with same-sex sexual orientations.
M.Ed. (Educational Psychology)