Actitudes, percepciones y prácticas de docentes de preescolar hacia el trabajo con familias homoparentales en Bogotá

Abstract

ResumenMenos del 30% de la población en Colombia está de acuerdo con que las parejas del mismo sexo adopten. Este clima de rechazo trae interrogantes sobre las experiencias de las familias homoparentales en el país. Debido a la importancia de los años preescolares para el desarrollo de niñas y niños, este estudio tuvo como objetivo describir las actitudes, percepciones de autoeficacia y prácticas de 53 docentes de prescolar en Bogotá, con relación al trabajo conjunto con los distintos miembros de familias homoparentales. El análisis de las encuestas revela preocupación ante la potencial victimización a la que pueden estar expuestas las hijas e hijos de estas familias. Así mismo, se encontró que, si bien afirman sentirse competentes, las y los docentes reconocen que con baja frecuencia implementan estrategias para construir climas escolares inclusivos. Los resultados permiten recomendar el desarrollo de iniciativas de formación para docentes para que, desde los primeros años de educación formal, los miembros de familias homoparentales cuenten con entornos afirmativos de la diversidad. AbstractLess than 30% of the population in Colombia agrees with same-sex couples adopting children. Given this climate of rejection, it is important to answer questions regarding same-sex parent families' experiences with systems such as schools. Due to the importance of preschool years in children's development, this study aimed to describe the attitudes, self-efficacy perceptions and practices of 53 preschool teachers in Bogotá towards working with same-sex parent families. The data analysis revealed concerns regarding the potential victimization that might affect children given their family structure. Furthermore, although teachers reported feeling mostly confident, it was found that they rarely use strategies to build safe and inclusive school environments. These results highlight the importance of working with teachers to create inclusive environments towards same-sex parent families from the very first years of compulsory education.

Predictors of Attitudes toward Lesbian and Gay Parenting in an Ecuadorian Sample

“…A closer inspection of the scores for each item of the Attitudes toward Gay and Lesbian Parenting Scale indicated that respondents endorsed the idea that children need different-sex figures to develop and that children from LG parented households are more likely to be victimized at schools. These findings are consistent with previous studies in which individuals express their concerns about potential individual and social consequences for children raised in LG parented households (Hermosa-Bosano et al, 2019;Pennington & Knight, 2011). Nevertheless, a significant percentage of participants held positive views about LG parenting.…”

“This is not What God Intended”: Attitudes Toward Adoption by Same-sex Couples in Ecuador

“…Further analysis indicated higher prejudice against gay couples compared to lesbians. These findings are in line with previous studies in which participants have expressed similar concerns (Costa et al, 2013;Hermosa-Bosano et al, 2019;Pennington & Knight, 2011); furthermore, they indicate the idea that gay men and lesbians should desist parenthood to avoid potential consequences that may affect their children's well-being. As Costa et al (2013) stated, these types of arguments place the responsibility on parents' sexual orientation, instead of focusing on the social roots of prejudice and discrimination.…”

“…These consequences include the development of a non-heterosexual sexual orientation, gender role confusion, development of a non-normative gender identity, and discrimination and bullying by people in their social network (Golombok, 2015). Previous research indicates that one of the main concerns of those who reject adoption by same-sex couples is the fear of the social and psychological consequences that discrimination and rejection at schools would entail for children (Hermosa-Bosano et al, 2019;Pennington & Knight, 2011).…”