背景:女同性恋的经历,同性恋,双性恋,变性人,在健康和早期学习系统中,发育障碍(DD)儿童的酷儿(LGBTQ)父母在很大程度上被研究不足。包容性,确认服务对于及时识别和干预DDs至关重要。这篇文献综述旨在确定LGBTQ父母在健康和早期学习系统中为孩子提供护理时是否会遇到结构性偏见和歧视。
方法:PubMed,ERIC,和Scopus从1990年到2020年进行了实证研究:LGBTQ;父母,孩子们,家庭;偏见,差距,歧视;以及健康和早期学习服务。主题通过概念模型偏差水平进行分析,参与者类型,和设置。
结果:搜索产生了1,872条未重复的记录(通过手工搜索)。代表八个国家的26项健康和早期学习研究的29篇文章符合纳入标准。各个部门普遍存在的偏见包括围绕LGBTQ状态披露的挑战;缺乏对非亲生父母的认可;和异质形式。在一些专业人士和学生中发现了对LGBTQ家庭的知识差距和消极态度。
结论:一些LGBTQ父母在健康和早期学习系统中为孩子提供护理时,经历了偏见和歧视。建议实施和监测LGBTQ包容性健康教育和评估实践变化的政策和计划,以提高专业人员的知识。态度,和行为。多层次劳动力发展(例如,认证标准,组织审计,和培训)需要创建和维持LGBTQ肯定的健康和教育环境。尊重LGBTQ家庭多样性和减少健康和早期学习不平等对于改善儿童的健康和教育成果至关重要。
BACKGROUND: The experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents of children with developmental disabilities (DDs) in health and early learning systems are largely understudied. Inclusive, affirming services are critical to timely identification and intervention for DDs. This literature
review aimed to establish whether LGBTQ parents experience structural bias and discrimination when accessing care for their children in health and early learning systems.
METHODS: PubMed, ERIC, and Scopus were searched for empirical research from 1990 to 2020 on: LGBTQ; parents, children, families; bias, disparities, discrimination; and health and early learning services. Themes were analyzed by conceptual model bias levels, participant type, and setting.
RESULTS: The search yielded 1,872 unduplicated records (three through hand search). Twenty-nine articles representing 26 studies in health and early learning in eight countries met the inclusion criteria. Biases common across sectors included challenges surrounding LGBTQ status disclosures; lack of acknowledgment of non-biological parents; and heterosexist forms. Knowledge gaps and negative attitudes about LGBTQ families were found among some professionals and students.
CONCLUSIONS: Some LGBTQ parents experienced bias and discrimination while accessing care for their children in health and early learning systems. Policies and programs to implement and monitor LGBTQ-inclusive health education and evaluate practice changes are recommended to improve professionals\' knowledge, attitudes, and behavior. Multilevel workforce development (e.g., accreditation standards, organizational audits, and training) is needed to create and sustain LGBTQ-affirming health and education environments. Honoring LGBTQ family diversity and reducing health and early learning inequities are critical for improving children\'s health and education outcomes.