This paper explores how scholars examine and study lesbian, gay, bisexual, transgendered, queer (LGBTQ) issues in education research across different educational contexts around the world. With a primary focus on education research in the United States (U.S.), we provide a cross-cultural and multi-national examination of the conceptual frameworks and research methods used to understand salient LGBTQ issues among students, faculty, families, and others in education, present key findings from this body of knowledge, discuss research challenges to studying LGBTQ topics in an educational context, and consider what further research is needed.

The enhanced social status of LGBTQ people and the increased visibility of LGBTQ issues globally effects how we understand schools and education. Changes in family structures and dynamics have led to an increased relevance and awareness of LGBTQ issues in schools or educational contexts. Currently in the U.S, over 30 states have laws permitting same-sex marriage; furthermore, many countries recognize same-sex relationships with adoption and parenting rights, and legal protections to legitimize these relationships and households. Around the world, about a dozen other nations recognize same-sex marriage, among these include Argentina, Belgium, Canada, Iceland, and South Africa. In the U.S. alone over 600,000 households are led by same-sex couples and it is estimated that one-quarter of these households are raising children with potentially a similar or higher percentage in other countries (O’Connell & Feliz, 2011). The increased profile of LGBTQ couples and families with school age children brings LGBTQ issues to the forefront in schools across multiple nations.

Research from around the world indicates that students may comfortably embrace LGBTQ identity or status in mid-adolescence, that LGBTQ faculty and school staff often publicly proclaim their sexuality after decades of facing ridicule or dismissal, and schools and universities across nations are developing queer studies programs and curricula that are LGBTQ inclusive (Blount, 2005; Graves, 2009, Renn, 2010; Sears, 2005).

Despite the enhanced visibility and recognition of LGBTQ people and issues, many nations and communities still hold negative perceptions of same-sex sexuality. LGBTQ students and faculty around the world continue to face harassment, bullying, and prejudice in schools. Student bullying can be a major problem and effect how students’ academic achievement and educational outcomes. In some countries, such as Jamaica, Russia, and Sudan, same-sex behavior is criminalized, yet others may have no laws banning same-sex behavior nor protecting LGBTQ rights. Even in nations with progressive laws and policies protecting LGBTQ people, there may be limited attention given to these issues in schools. These factors can contribute to how research is conducted, interpreted, and used across nation states.

To understand LGBTQ issues in education research, scholars draw upon the concepts and tenets of multiple theoretical perspective to develop research questions that address behaviors, individual identity(s), group interactions, cultural factors, and the social landscapes that shape LGBTQ issues in an educational context. Across nations much of the education research on LGBTQ issues is framed using a heteronormative theoretical perspective that supports traditional male-female relationships and marriage as the natural and normative goal (Mayo, 2007; Renn, 2010). Yet, an emerging body of progressive theoretical frameworks such as queer theory, critical race theory, feminist theory, and intersectionality give researchers additional and varied perspectives to frame and examine LGBTQ topics beyond the traditional heteronormative perspective.

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