Abstract

Using the photovoice method, this thesis study explored the lives of four young gay men in Quebec as they navigate their work, family and social life having received sex education after the 1997 and 2001 sex education reforms put forth by the Ministry of Education of Quebec. These reforms removed sex education from the formal curriculum and expected sex education to be incorporated across the curriculum and be taught from a cross-disciplinary approach. The main three themes of the photovoice findings are: (1) Hiding or suppressing sexual orientation in general and in the workplace. (2) A reluctance to express sexual orientation with family. (3) The need to address stereotypes associated with gay men. Another interesting finding was that change is expected to come from within the gay community or individuals rather than externally. Furthermore, the results indicated that overall the experience of these four young men during high school lacked pertinent LGB education leading to reluctance to express sexual orientation.
The following recommendations are advanced: (1) Provide sex-education and sexual diversity in well developed curriculum units rather than the present across the curriculum approach dependent on teachers’ comfort level. (2) Position the LGB as part of the norm – teaching with a vision of LGBH rather than LGB as diversity from the norm of Heterosexuality. (3) Include gender identity and gender diversity as part of sexual diversity inclusive education, extending the educational approach to LGBTQH. (4) Provide workplace sensitivity training that includes sexual diversity. (5) Revise the teacher education curriculum to equip teachers with the necessary knowledge and skills to develop age appropriate curriculum units to teach about LGBTQH.