ABSTRACT
A large body of research documents how homophobia has traditionally pervaded educational institutions (Epstein et al., 2003; Rivers 2011), and that one of the key mechanisms by which this occurs is through the use of homophobic language (Ellis and High 2004; Plummer 1999). Through this ‘anti-gay’ abuse, lesbian, gay, bisexual, trans and questioning/queer (LGBTQ) students have been the victims of social marginalisation and bullying (D’Augelli et al., 2002; Rivers, 2001; Warwick et al., 2001). It is perhaps unsurprising, therefore, that research documents fewer LGBTQ youth continue into further and higher education (college and university) compared to their heterosexual peers and that these students also have elevated levels of absenteeism (Ryan and Rivers 2003; Wilkinson and Pearson, 2009).
