The impact of conflating sex characteristics and sexual orientations on the right to education for intersex persons in Kampala

Abstract

This study analysed the conflation of sex characteristics and sexual orientation within the LGBTIQ+ framework and how this impacts the right to education without discrimination for intersex people in Kampala. The specific objectives were to investigate how the conflation of sex characteristics and sexual orientation contributes to discrimination against intersex individuals in Kampala educational institutions, to analyse the nature of discrimination faced by intersex individuals within Kampala educational institutions due to their inclusion in the LGBTIQ+ framework, and to assess the level of awareness and understanding of intersex issues among educators, administrators and students in Uganda's education sector. The study adopted a crosssectional research design combining both quantitative and qualitative research approaches. The sample size of 384 respondents for the quantitative component was determined using the Krejcie and Morgan (1970) table, while for the qualitative component, a total of 20 key informants were purposively selected. For quantitative data collection, stratified random sampling was used to ensure that different categories of institutions and stakeholders including teachers, students and administrators were proportionately represented. The study utilized structured questionnaires and semi-structured interview guides, with quantitative data analysed using the Statistical Package for the Social Sciences (SPSS) through descriptive statistics such as frequencies and percentages, while qualitative data were analysed through thematic content analysis. The study found that confusion between sex characteristics and sexual orientation in Kampala's educational institutions fuels discrimination against intersex individuals, in line with findings from similar studies that highlight the role of cultural taboos, knowledge gaps, and rigid gender frameworks. This discrimination manifested as verbal abuse, social exclusion, and institutional neglect, with schools lacking formal guidance or institutional policies addressing sex characteristics and over 70% of educators admitting to having never received training on intersex inclusion. Intersex participants described experiences of stigma, social isolation and lack of support from teachers and peers which negatively affected their academic performance. These findings are situated within Queer Theory to explore how educational systems reinforce binary norms that marginalize intersex bodies. The study recommends that the Ministry of Education and Sports lead policy reforms that explicitly recognize and protect intersex students, integrate intersex-specific content into the curriculum, and mandate sensitivity training for all educators and school staff.