People that identify as LGBTQIA+ in the Caribbean space face legal challenges, unique to them by virtue of their sexuality and/or gender identity, that is, such issues are not encountered by non-LGBT persons. This is because, legally, LGBT persons are not eligible for the same rights and benefits as their non-LGBT peers. In the Anglophone Caribbean, no country recognises same-sex unions, and same-sex marriages are illegal. This may stem from the fact that within the Christian religion, there is intolerance to same-sex couples, believing that sexual and romantic relationships must be strictly between men and women. The English-speaking Caribbean is predominantly Christian, thus most of their constitutions and laws revolve around Christian beliefs and ideals. Today, this intolerance towards homosexual couples is evident through the statements of Roman Catholic Archbishop, Jason Gordon, of Trinidad and Tobago. He stated, “For us, male and female, we were created …to be complemental and they were created for the union of the male and female in a covenant called marriage for the unification of the spouses and the procreation of children.” (Ram 2018).

Religion is often seen as the root of homophobia, that is demonstrated in the Caribbean, however, other factors are seen to support this, such as hyper-masculinity. This is the exaggeration of male stereotypical behaviour. It places utmost value upon qualities such as such as physical strength, aggression, and sexuality. One such stereotype of the typical heterosexual man, stemming Victorian Gender Ideology, is that man is victim to his passions, and must be free to “emphasize sexual prowess with women and eschew ‘softness’ in a man” (White and Carr, 8).

Discrimination against LGBT persons is more than legal restrictions/outlawing; homophobia is also personified in the form of bullying - physical violence, and use of slurs and derogatory terms. This can be illustrated by an example from the Trinidad and Tobago Newsday, “There have been at least four reported instances of pro-LGBTQIA+ activists being physically assaulted by assailants after their demonstration on the steps of the High Court today.” (Superville 2018). Moreover, many people link the murder of high-profile Jamaican activists, such as Brian Williamson, the founder of J-FLAG (Jamaican Forum for Lesbians, All-sexuals and Gay), and Dexter Pottinger, a prominent fashion designer and LGBT rights advocate, to hate crimes associated with homophobia. (Miller 2004).

Additionally, LGBT persons are often ostracised, and abused by not only the general public, but also by close peers and relatives, who do not support their sexual identity, “Verbal abuse and harassment can quickly escalate into physical assault. Testimonies show that LGBT people are vulnerable to abuse and attacks by neighbours and acquaintances. Interviewees described being stabbed, struck, pelted with bottles and bricks, beaten, slapped, choked and, in one instance, chased with a harpoon.” (Braunschweiger, 2018).

This creates fear among members of the LGBT community, showing the societal mistrust associated with a deviation from the conventional heterosexual identity. Hence, due to this, public self-identification as a member of the LGBT community is uncommon.

Furthermore, strides have recently been made in Trinidad and Tobago; as of 2018, sections 13 and 16 of the Sexual Offences Act have been repealed. Section 13 criminalises buggery (anal intercourse); it is punishable by 25 years in prison. Section 16 criminalises “serious indecency,” which includes sexual relations between same-sex adults. Trinidadian LGBT activist and advocate, Jason Jones, lodged a case before the High Court of Trinidad and Tobago, seeking to have the aforementioned acts repealed. High Court Judge Rampersad said, “The court declares that sections 13 and 16 of the [Sexual Offences Act] are unconstitutional, illegal, null, void, invalid and of no effect to the extent that these laws criminalise any acts constituting consensual sexual conduct between adults.” (Staples, 2018). This shows that there exists some level of tolerance towards persons deviating from the orthodox Judeo-Christian definition of a couple as a man and a woman. As well as, moving away from the European ideal of a nuclear family, which consists of a man and a wife.

In the Old Testament, the duties of a good wife include: instructing servants, caring for her family, bearing children (especially sons), as well as obeying her husband. A patriarchal society was therefore painted, where men were the breadwinners of the family; they played a more active role in providing for the family, handling finances and major decisions. This allowed for male supremacy within the Caribbean. In fact, such gendered value systems proliferated, to all parts of the world where Christianity is the dominant religion, albeit to varying extent.

This aligns with Victorian Gender Ideology, which defines men and women’s place in public and private spheres, respectively. Traditionally, women were viewed as the 'weaker' sex. Women were required to be submissive to all male relatives. Men dominated all decision-making in the home and wider community. According to Victorian theorists, Herbert Spencer and Patrick Geddes, "men should be the leaders in the society and dominate the public sphere... while women functioned in the private sphere, where their main concern was pregnancy, child rearing and support of their husbands." (Museum, Albert, 2013).

This is further enforced through the education system. After 1838 (post emancipation), education had an imperial agenda; it was designed to facilitate conformity to the norms and values of England, that is, promoting concepts of European ‘superiority’. Caribbean history is typically androcentric, as it was generated and interpreted largely by males, such as planters, businessmen, government officials and priests.

It has been recorded that initially, only boys were sent to school; it was customary that young girls remained at home, helping their mother manage the household. During the 20^th century the purposes of the social institution became more complex; it became mandatory that all children be educated. However, the subjects offered to boys and girls showed the gendered divide between their ascribed roles in society. Both boys and girls were taught how to read and write as well as religious studies. However, girls also studied home economics skills, such as needlework, while boys learned geography, mathematics, and woodworking. (Campbell, 100)

Today, however, women are seeking to shatter the ‘glass ceiling’ - an invisible barrier that prevents one from achieving further success. In terms of education, girls are better performing at all levels of education, that is primary, secondary, and tertiary. In Trinidad and Tobago, the Secondary Entrance Examination (SEA) is written by approximately 19,000 students annually (Khan, 2019). With the exception of 2018, for the past 8 years, a female student has topped the SEA merit list (“Top SEA Students 2010-2018”, 2018). At the secondary school level, not only do more girls write the Caribbean Advanced Proficiency Examination (CAPE), they outperform boys year after year. In 2017, Trinidad and Tobago’s Minister of Education, Mr Anthony Garcia stated, “a total of 8,140 students wrote the CAPE examination with 4,750 females and 3,390 males.” (Augustine 2017). In 2019, 400 scholarships were awarded on the basis of results at CAPE; 115 to male, and 285 to female students (CAPE 2019 Scholarship Listing by School, 2019).

More female students in the Caribbean also register for university. In 2016, 11,551 females, compared to 6,749 males, enrolled into the University of the West Indies. Similarly, in 2017, 10,130 females and 5,990 males joined UWI (Student Statistical Digest 2012-2013 / 2016-2017, 2018.). This shows the shift from a purely male-dominated education system, intolerant to female achievement and success, to one where female performance is quickly exceeding that of men’s.

Nonetheless, there exists aspects of Caribbean society that continue to demonstrate an intolerance for gender equality. Gender bias still exists in education, and is seen through attributional bias, which is attributing boys’ successes to ability, and girls’ successes to effort; but boys’ failures to lack of effort, and girls’ failures to lack of ability (Souza 2017).

Gender inequality implies that men and women are valued differently and do not enjoy equal rights and opportunities in the home, workplace and wider community. Gender inequality systematically favours one group over the other, and is a major hindrance to development. This is especially evident within the workplace. Women often experience economic discrimination that comes from women being paid less than men for doing the same job. Men also more commonly occupy higher statuses, whereas women with the same level of qualifications employed in lower level positions or lower paid occupations.