As members of the lesbian, gay, bisexual, transgender, queer (LGBTQ) community strive to gain equality in society, they often face challenges in many areas of life, including education. In particular, institutions that are based on religious beliefs may have traditional values that conflict with LGBTQ identities. This can lead to prejudices against LGBTQ educators, which affect their professional identity, moral reasoning, and resilience within faith-based educational systems. To begin understanding this issue, it is important to define what institutional prejudice means. Institutional prejudice refers to systemic discrimination against an individual or group that is embedded in the policies, practices, procedures, and attitudes of an organization. Faith-based educational systems are institutions that operate under a specific set of religious beliefs and values. These beliefs shape the way individuals interact with each other, including teachers and students. The impact of institutional prejudice on professional identity is significant because it can create feelings of exclusion, isolation, and marginalization among LGBTQ educators.
A teacher who is denied promotion opportunities due to their sexual orientation may feel that they do not belong in the school community and that their contributions are not valued.
The moral reasoning of LGBTQ educators may be called into question by others who hold traditional views about gender and sexuality. This can lead to conflicts between personal beliefs and professional responsibilities, causing stress and anxiety for these teachers.
Resilience is an essential quality for any educator to possess, but it may be more difficult for LGBTQ educators who face additional challenges related to their identity. They must navigate complex social dynamics while still providing high-quality instruction and support to their students. Despite these challenges, some LGBTQ educators have found ways to thrive in faith-based educational settings, such as through forming support networks or advocating for change from within.
Addressing institutional prejudices against LGBTQ educators requires a commitment to equity and inclusion at all levels of education. By acknowledging and addressing this issue, we can create learning environments where all teachers feel welcome, respected, and supported.
How do institutional prejudices against LGBTQ educators affect professional identity, moral reasoning, and resilience within faith-based educational systems?
Institutional prejudice is an ongoing issue for lesbian, gay, bisexual, transgender, queer (LGBTQ) educators working in faith-based educational systems. According to research, LGBTQ educators often feel that they cannot fully express their identities at work because of institutional prejudice, which can impact their sense of self-worth, job satisfaction, and overall wellbeing.