VOICES OF LGBTQIA+ LEARNERS ON GENDER SENSITIVITY IN STAKEHOLDER INTERACTION

Abstract

Gender sensitivity in education is often discussed in terms of awareness, yet it remains underexamined as a relational and interactional construct within everyday school settings. This study examines how LGBTQIA+ learners understand and experience gender sensitivity through their interactions with classmates, teachers, and school staff. Using a phenomenological research design, the study explores the meanings learners attach to their lived experiences through semi-structured interviews and thematic analysis. Findings reveal that gender sensitivity is constructed through everyday encounters shaped by respect, inclusion, and recognition. Participants described both affirming interactions that foster belonging and instances of restriction linked to institutional practices and peer behavior. These experiences show that gender sensitivity is not a fixed condition but an evolving, relational process, offering insights for developing context-responsive school practices and professional learning initiatives.