Abstract
The purpose of this research is to study learning management on sexual diversity in social studies through a case study on identity formation in the LGBT elderly. The sample included 12 LGBT (Lesbian, Gay, Bisexual, and Transgender) elderly people determined by the concept of age ranges or generations. This study is in the form of a qualitative study by using the methodology, autobiography, and storytelling of life history. 
 
 The results of the study revealed that these LGBT elderly people developed or formed LGBT identity at their early age before entering to acceptance of LGBT. Most of them were aware that they had a sexual identity different from general people since they were young. Some of them accepted such identity and express it right away whereas some tried to hide it since it was unacceptable in their living societies. Then they sought knowledge by themselves through direct experience and from other people with the same sexuality. However, these LGBT people thought that education should take the role to educate about LGBT to understand LGBT people as well as others. Regarding learning management, the focus should be on the target group of teenage students by emphasizing understanding and awareness of right, liberty, and equality in genders and societies.
Highlights
In every society, people usually have basic concepts to distinguish various things in dichotomy, mostly in the form of binary opposition, so they perceived natural human sexes as females and males (Rosenblum and Travis, 2000, p. 14)
The results of the study revealed that these LGBT elderly people developed or formed LGBT identity at their early age before entering to acceptance of LGBT
The results are presented in 2 dimensions as follows; 5.1 The Life Contexts of LGBT Elderly People
Summary
People usually have basic concepts to distinguish various things in dichotomy, mostly in the form of binary opposition, so they perceived natural human sexes as females and males (Rosenblum and Travis, 2000, p. 14). People who behave differently or oppositely to the mainstream sexes are regarded as peculiarity out of social standards which are unacceptable in societies, leading to denouncement as “third sex / third gender” (Martin, 2003, p.1) Calling them like this signifies them as outsiders and separates them from others In such a concept, „difference‟ raises the question of who is different from whom or what, and it leads to a separation between „they‟ and „we‟. This cultural transfer is inherited with various concepts, values, beliefs, as well as ideologies that are perceived as good and appropriate by the majority in societies This is reflected in the form of lesson contents which are screened and approved by experts in different fields of social studies. Such textbooks have been the means to determine a youth‟s mindset and social practice
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