恐同和恐跨性别的偏见和不平等也在学校作为机构中产生。一种发生在小学的方式是通过对同性恋和性别焦虑的学生的偏见和不平等的对待，产生了一种关于“同性恋”的消极文化。在2009年的“石墙”研究中，四分之三的教师报告学生们说“那太同性恋了”或“你太同性恋了”。一位老师总结了这种负面文化:“在小学阶段，称另一个孩子是同性恋是一种虐待。”另一种方式是通过教职工和家长滥用权力，用偏见和不平等对待同性恋和/或性别差异:NASUWT强调，学校社区的任何成员都可能实施恐同欺凌。在学校群体对“正常”行为的先入之见的推动下，制度化的偏见和不平等的进程愈演愈烈。“石墙研究”(2009)中的一位老师的观点令人震惊:“人们似乎对‘合适的’男孩或女孩应该做什么或对什么感兴趣非常明确。一个人只要稍稍偏离这些所谓的准则，就会被人挑出来挑刺。”
澳洲墨尔本作业代写:恐同和恐跨性别
Homophobic and transphobic prejudice and inequality also become powerfully generated within schools as institutions. One way this happens in primary schools is through the prejudiced and unequal treatment of homosexual and gender dysphoric pupils producing a culture of negativity around being ‘gay’. In the Stonewall study (2009), three quarters of the teachers reported pupils saying ‘that’s so gay’ or ‘you’re so gay’. One of the teachers sums up the negative culture: ‘At primary level to call another child gay is currently a term of abuse’. Another way is through staff and parents abusing their power to treat homosexuality and / or gender difference with prejudice and inequality: the NASUWT stress that homophobic bullying can be perpetrated by any member of the school community. The process of institutionalised prejudice and inequality gathers momentum when fuelled by the school community’s preconceptions of ‘normal’ behaviour. The view from one of the teachers in the Stonewall study (2009) is striking‘People seem to be very definite in their ideas of what a ‘proper’ boy or a ‘proper’ girl should do or be interested in. It takes very little deviation from these so called norms for a person to be singled out and picked on.’