Key Takeaways
Rapid growth, modest depth. Seventy-six publications on LGBTQ issues in PE were identified between 19822018, and empirical studies doubled in the last decade, yet they still account for fewer than half of all outputs.
Qualitative dominance. Two-thirds of empirical work is qualitative; only one in four studies use quantitative designs, and just 8 % adopt mixed methods.
Geographic concentration. Nearly half of the empirical scholarship comes from the UK and US, with Spain, Canada, and Sweden forming a second cluster; large regions remain unstudied.
Missing voices. No study up to 2018 collected data with current K12 LGBTQ students; most participants have been inservice teachers, predominantly lesbian.
Publication bottlenecks. Only one-third of empirical papers appear in PE journals, and US outlets publish a mere 5 % of the total, raising questions about editorial gatekeeping.
“Cruel optimism.” While the literature is expanding, systemic silences—youth exclusion, regional gaps, and heteronormative review cultures—risk stalling meaningful progress.
What the Results Tell Us
Landi and colleagues conducted an exhaustive search of nine databases, screening 230 abstracts to curate 76 manuscripts for analysis. Empirical research (n = 37) surged after 2012, with 40 % of studies published in the 20122018 band—a clear uptick that justifies the “rising tide” metaphor.
However, the tide looks thinner on closer inspection. Research journals host 81 % of empirical papers, yet only 33 % of those appear in PE-specific journals; Physical Education & Sport Pedagogy and Sport, Education & Society together publish 75 % of the PE journal content. The Physical Educator and Quest are the only US PE journals to feature an LGBTQ study in the sample.
Methodologically, qualitative interviews and life histories dominate (68 % and 24 % respectively). Quantitative work focuses narrowly on prejudice or student attitudes, using surveys inside a “straight” research paradigm.
Participant demographics reveal another fault line: 70 % of studies involve LGBTQ participants, but almost none are youth. In-service teachers form the largest single group (43 %), with lesbians represented in three-quarters of LGBTQ samples; transgender participants appear in only one study.
Insights from the Discussion
The authors frame their findings through Lauren Berlant’s concept of cruel optimism—the idea that aspirations can themselves become obstacles. On the surface, the field is blossoming, yet entrenched barriers threaten its growth:
Scholarly Silences. A handful of researchers and regional hubs carry the load; if these few voices falter, the “tide” may recede.
Youth Exclusion. Ethical hurdles and schoolbased risks deter studies with LGBTQ students, leaving the very population most affected by PE practices unheard.
Paradigmatic Closure. US journals’ reluctance to publish critical or queer work limits visibility and tenure prospects, pushing scholars to seek overseas outlets—another affective bargain of cruel optimism.
Where Do We Go Next?
The authors propose a threepronged agenda:
Methodological innovation. Borrow participatory, artsbased and postqualitative approaches from broader education research to access youth voices ethically and creatively.
Pedagogical renaissance. Develop activist, queerinformed curricula that move PE beyond hetero and cisnormative frames toward equityoriented practice.
Editorial reform. Diversify reviewer pools and editorial boards, especially in US journals, to welcome critical LGBTQ scholarship and lighten the gatekeeping load.
Bottom Line
Yes, the volume of LGBTQ research in physical education is rising, but the wave is uneven and fragile. Without broader geographic participation, youthcentered inquiry and more open publication channels, today’s optimism may harden into tomorrow’s disappointment. For practitioners, researchers and editors alike, the task is clear: amplify diverse voices, embrace inclusive methods and ensure the tide lifts all learners in the PE gym.
Full Article:
Landi, D., Flory, S., Safron, C*., & Marttinen, R. (2020). LGBTQ research in physical education: A rising tide? Physical Education and Sport Pedagogy, 25(3), 259-273. https://doi.org/10.1080/17408989.2020.1741534
This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source.