THE OVERLOOKED PRESENCE OF HETERONORMATIVITY AT THE JOHN F. KENNEDY SCHOOL OF BERLIN (JFKS)

Abstract

Heteronormativity - defined by sociologist Heidi M. Gansen as the notion that heterosexuality is the superior and most natural form of sexuality - plays a crucial role in perpetuating the discrimination of the LGBTQ+ community (Gansen, 2017). Within the institution of education especially, heteronormativity has proven to be a detrimental presence to LGBTQ+ students (Wilkinson, 2009). The aim of this study is to identify the factors perpetuating heteronormativity at John F. Kennedy School (JFKS), a bicultural, German-American school located in Berlin, Germany. Additionally, this research seeks to compare the experiences of LGBTQ+ students versus heterosexual-identifying students at JFKS. Using qualitative and quantitative data collected from 14 student interviews, 1 administrative interview, and an online questionnaire, I was able to synthesize a conclusion using content analysis. Content analysis allowed me to establish 4 thematic categories, each of which contributed a key idea to the conclusion. Ultimately, this study found that the two main factors perpetuating heteronormativity at JFKS were a lack of LGBTQ+ representation within the curriculum and homophobic language. Additionally, LGBTQ+ students generally had more negative social interactions and experiences with peers than heterosexual students did. As a school, JFKS can utilize these results to implement solutions that specifically target the two main factors perpetuating heteronormativity, therefore working towards confronting the discrimination experienced by its LGBTQ+ students.