Abstract Book of the 4th World Conference on Gender Equality
Year: 2026
[PDF]
Investigating the impact of Bisexual- Centric Representations on Gay Students’ Identity Construction: A study of Nigerian English Language Classrooms in South-East Nigeria
Ukamaka Amadi
ABSTRACT:
The objective of this study was to investigate the effect of bisexual-centric representations prevalent in English language pedagogy on LGBTQ+ students’ identity construction in Nigeria. The study adopted Queer theory and used a structured questionnaire administered to 67 self-identified gay students of English Language departments in two tertiary institutions in Owerri, Imo State, Nigeria, to ascertain the extent to which English Language course materials portrayed diverse gender identities, the impact on gay students’ sense of self, and the extent to which inclusive education would engender safe spaces for students of diverse gender orientations. The study reveals a high level of heteronormative portrayals in English language course materials, which marginalize gay experiences and consequently erase gay identity. The findings also indicate that bisexual echoes in English language pedagogy have significant implications for gay students’ identity construction, including the creation of a sense of invisibility, identity confusion, alienation, isolation, and negative self-image, among others. This study contributes to the growing body of research on LGBTQ+ issues in language education, providing insights into the level of inclusiveness prevalent in pedagogical practices in Nigerian schools and the need for robust engagement of all stakeholders in education to address LGBTQ+ issues as they affect classroom experiences.
Keywords: Bisexual narratives, English Language, Gay identity, Inclusive Education, LGBTQ+ representation, Pedagogy