When it comes to education, religion has always been a dominant force. Whether it be for moral guidance or just socialization purposes, religious institutions have played an important role in shaping the minds of young people throughout history.
In recent years, there has been increased attention paid to how these same institutions often fail their LGBTQ+ student populations by failing to provide them with adequate support systems or resources necessary to succeed academically. This failure is especially problematic when considering that educational institutions maintain heteronormative curricula despite evidence suggesting otherwise. In this article, I will explore why cognitive and emotional challenges are faced by LGBTQ students within religious academic settings, which can lead to negative outcomes such as anxiety and depression.
In order to understand how these issues arise, it's essential to look at the definition of "heteronormativity." Heteronormativity refers to the assumption that all humans should be attracted exclusively towards members of the opposite sex; thus excluding those who identify outside of this binary system. Theoretical frameworks like queer theory offer insight into why this assumption exists; however, they also explain why such assumptions are detrimental to LGBTQ+ individuals trying to navigate school environments where they may feel invisible or unaccepted due to their sexual orientation or gender identity/expression. As such, many institutions tend to place emphasis on promoting heterosexual relationships while simultaneously disregarding other forms of romantic involvement - thereby reinforcing stereotypes about non-hetero normative individuals.
LGBTQ+ youth face significant cognitive challenges in terms of both self-esteem and social belongingness. Studies suggest that LGBTQ+ young people experience higher rates of depression and anxiety than their cisgender peers (Ryan et al., 2018). This can stem from feeling isolated from their classmates due to fear of judgment or rejection based on their sexuality or gender expression; moreover, even if they do find support among fellow classmates, there is still pressure placed upon them regarding conforming with traditional ideas surrounding sexuality/gender roles within society at large (Brown & Ristock, 2014). In addition, religious institutions may employ punitive measures against students who come out publicly about their identities; this includes expulsion from school activities or denial access to resources necessary for success academically (i.e., extracurricular clubs).
These negative emotional effects can be compounded by the lack of adequate mental health services available to address issues related specifically to being LGBTQ+ in an educational setting; indeed, some research suggests that only 1% of high schools offer comprehensive counseling programs tailored towards meeting unique needs associated with queer identity development (Mitchell et al., 2015). As such, many individuals end up seeking external support systems outside institutional walls - something which further exacerbates feelings of isolation/exclusion and can lead down pathways towards substance abuse or other destructive behaviors later in life.
Cognitive and emotional challenges are faced by many LGBTQ+ youth when attending religious academic settings where heteronormative curricula remain unchallenged despite evidence suggesting otherwise. To combat this issue requires addressing systematic changes like expanding accessibility to mental health services while also providing more inclusive educational environments where all forms of love/intimacy are celebrated equally without judgement or prejudice.
How do LGBTQ students experience cognitive and emotional challenges in religious educational institutions that maintain heteronormative curricula?
In religious educational institutions that are homophobic, transphobic, or both, LGBTQ students may feel pressured by their faith communities to suppress their identities and adopt traditional gender roles. They may face pressure from peers who believe they should not be allowed to openly express themselves.