Conocimientos y actitudes de docentes en formación de Cañar sobre diversidad sexual

Abstract

The underrepresentation of sexual diversity in education contributes to persistent prejudice and impedes the development of an inclusive society that values all sexual identities. This study investigated the knowledge and attitudes towards lesbian, gay, and bisexual (LGB) sexual diversity among pre-service teachers to inform strategies for promoting the inclusion of these groups in educational settings. Employing a quantitative, descriptive, and correlational non-experimental design, a validated questionnaire assessing knowledge and attitudes towards sexual diversity was administered to 127 final-year pre-service teachers from two universities in Cañar, Ecuador. The findings revealed a limited understanding among preservice teachers regarding sexual roles, behaviors, and the lived experiences of LGB youth. Furthermore, negative and hostile attitudes were significantly more prevalent than positive attitudes among the participants. These results indicate that the pre-service teachers lack the requisite knowledge and positive dispositions to effectively foster the inclusion of sexual diversity in their future teaching practices. In conclusion, teacher training programs must be strengthened through the integration of comprehensive sexual diversity education to cultivate empathy, respect, and mitigate prejudice.