Abstract
Research with lesbian, gay, bisexual, transgendered, queer, questioning (LGBTQ) and genderqueer (GQ) students has highlighted the links between school-based marginalisation and decreased school outcomes. This paper applies stage–environment fit theory to an investigation of school ‘gender climate’, the official and unofficial policing of gender expression by school staff and students, to explore what role gender climate plays in the above relationship. Three school life components associated with stage–environment fit theory – (1) the organisational, (2) the instructional and (3) the interpersonal – were used to scaffold interview data on school gender climate from five LGBTQ Australian young people. Results implicate school staff in the maintenance of gender climate and highlight the deleterious impact of school silences on related subject matter.
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