16+, Careers and Employment (Families Together London)

16+, Careers and Employment

Contents
1 Sixth Forms and FE Colleges
2 Universities and HE Colleges
3 Careers
4 Employment

Sixth Forms and FE Colleges

The support offered to LGBT young people in Further Education (FE) Colleges and Sixth Forms is extremely variable. Although there is guidance, there are no sanctions if the guidance is not followed.

LGBT people and their parents have no access to information that would support an LGBT student’s choice of Sixth Form or FE College. It is possible to ask questions, but if the young person does not want to be outed, it is not possible to make a personal approach. It would help if schools or colleges were required to describe their work in this area on a website or in their prospectus.

Responsible 16+ education settings are providing positive images of LGBT people through posters, events, invited speakers, Pride noticeboards, etc. Young LGBT people are often uncertain as to what they can aspire to and need to see LGBT role models in a range of careers: gay doctors, lesbian police officers, transgender lawyers, etc.

Colleges and Sixth Forms should be providing information in a confidential setting (perhaps on their website or in a Careers area) so that students can access information on:

LGBT helplines
LGBT counselling services
age-appropriate LGBT websites
local LGBT youth groups
sexual health advice and availability of free condoms
helplines and organisations to support parents

Whilst still at school/college, all young people (regardless of their assumed sexuality) need to be told about what will be available to them in the way of LGBT support groups at universities and colleges and how to access that support.

Universities and HE Colleges

Colleges and Universities have LGBT groups. These are usually run by students. The National Union of students has an LGBT campaign. See www.nus.org.uk.

There are a number of issues that need to be addressed in the HE (Higher Education) sector. Research conducted by Valentine and Wood (2009) has found that:

On the whole, HE institutions are a positive space in the lives of young LGB people where, for perhaps the first time, they can explore their sexual identities away from school and family life.

However, nearly 50% of students reported significant levels of ill-treatment because of their sexuality. These included:

i) homophobic comments from tutors

and lecturers

                (more frequent in some subject areas than others)

               ii) negative treatment leading to self-exclusion from
                   sports clubs, religious societies, halls of
                   residence or other housing

LGB students are more likely to take a year out of their HE courses than their straight counterparts.

HE institutions do not have strategies for providing safe spaces for LGB students within accommodation networks. Some LGB students feel excluded from communal spaces, such as Junior Common rooms.

There are emerging tensions on campuses between LGB and faith communities that need to be addressed.

Some students are formally or informally estranged from their parents because of their sexuality and are experiencing financial difficulties as a result. HE Institutions do not currently recognise this situation as grounds for providing hardship funds.

LGB students surveyed expressed frustration at the lack of LGB examples in coursework and available academic literature.

National data on sexual orientation is not being collected by UCAS and other HE (Higher Education) organisations, although data is routinely collected on other equality strands such as disability and race. (See Action for further discussion on monitoring of sexual orientation).

Valentine and Wood (2009) 'The experiences of lesbian, gay and bisexual staff and students in higher education', Equality and Human Rights Commision research summary 39 www.equalityhumanrights.com

Guidance on trans equality in post-school education - booklet from www.unison.org.uk

Careers

Young LGBT people can feel limited in their choice of career and may opt for 'safer' careers where LGBT people are known to be more accepted.

Part of the problem is that LGBT people remain invisible in some work settings. For example, we see many LGBT people in the media, but we tend not to be aware of MPs, doctors, soldiers or teachers being LGBT.

LGBT young people need to see positive role models in a wide range of careers.

Employment

Harrassment and discrimination in the workplace were very real concerns for LGBT employees at one time. In 2003, the Employment Equality (Sexual Orientation) Regulations became law, making it illegal to discriminate against lesbians, gay men and bisexuals in the workplace.

Stonewall provides a Diversity Champions scheme publicising employers who demonstrate good practice. they also provide an annual 'Stonewall Top 100 Employers' list.

a:gender - support for staff with gender issues in government departments - www.csag.org.uk

Stonewall does work with employers and offers information on legislation. It has produced a number of publications:

Peak Performance: Gay people and productivity looks at the difficulties encountered by LGB people at work and ways in which employers can support their LGB employees.

The double-glazed ceiling: Lesbians in the workplace addresses specific barriers that affect lesbians.

Discrimination at work. It's so over - booklet from www.stonewall.org.uk

Gender Identity: An introductory guide for trade union reps supporting trans members - booklet from www.unison.org.uk

'Unite the Union' works for dignity and respect at work for LGBT people. See www.unitetheunion.com or email lgbt@unitetheunion.org.uk