Findings
3.1 Many Muslim LBT women feel extremely isolated and believe that they are the only Muslim woman who is lesbian, bisexual or transgender. Many participants felt that the Safra conference was the first opportunity that they had had for support and networking.

3.2 There are some relevant resources on the Internet (chat rooms and information on homosexuality in Islam), but many of these are aimed at men rather than women. In addition, not all Muslim LBT women have access to or are familiar with the use of the Internet. Many would also like or prefer access to spaces where they can meet and interact with people who share similar experiences in person.

3.3 Many Muslim LBT women feel that they do not belong to either LGBT or Muslim communities. The common belief is that ‘Muslims are not gay ’ and ‘gay people can not be Muslim ’. This misconception is often reinforced by Muslim community leaders as well as by other Muslims. The perception is also perpetuated in the (LGBT) media where Islam is often portrayed as an extremist, archaic and homophobic religion. This ignores diversity in the Muslim communities and alienates LGBT Muslims.

3.4 Many Muslim LBT women do not identify with the (visible) gay scene, which is predominantly white and often revolves around alcohol-related social activities. Moreover, racism, Islamophobia and cultural insensitivity within the gay scene are alienating factors that are often ignored.

3.5 Many Muslim LBT women would not feel comfortable going to a LBT social support group whilst still struggling with their own LBT identity. They also feel that (some of) the issues they face are very culturally specific and not suitable to discuss in such a group. At the same time, they would also not feel at ease to come out in an Asian women ’s social support group because of the negative reaction they anticipate.

3.6 Some women who went to existing race or faith-specific social groups found that these groups either failed to include the issue of religion or remained male-dominated and patriarchal. Some were very nervous or scared when they first went to such groups and were not welcomed as newcomers.

3.7 Homophobic bullying in schools often compounds the isolation of young LGBT people. Schools are known to be some of the most homophobic institutions in the UK. Bullying, whether homophobic or racist, is often ignored by school/college staff. Homophobic bullying can be even more problematic than racist abuse, because it is considered part of ‘playground culture ’. Moreover, homophobic remarks by staff themselves are also often ignored or accepted. Tackling the situation is complicated by Section 28 of the Local Government Act 1988,which stipulates that local authorities should not “intentionally promote homosexuality ” and that schools should not teach about the “acceptability of homosexuality as a pretended family relationship”.

Needs
3.8 There is a need for more inclusive social spaces that are responsive to Muslim LBT women ’s needs across the UK. This could include the provision of new social groups, events and on-line discussion groups as well as a greater inclusiveness of existing religion, race or faith-specific social groups for LGBT people, such as Al-Fatiha and Kiss. All social and support groups should be actively all-inclusive, gender-sensitive and deal with people who are coming out in a sensitive, welcoming and supportive way.

3.9Media coverage needs to be more responsible in demonstrating the diversity of both the Muslim and the gay communities. Whilst visibility of LGBT Muslims is important, media coverage should not be sensationalist or Islamophobic. Service providers should not perpetuate inaccurate representations of Muslims, LGBT or Muslim LGBT people in the media.

3.10 Schools and colleges should reduce the isolation of young LGBT people by tackling homophobic and transphobic bullying and racist bullying. The government should facilitate this by repealing S.28 of the Local Government Act 1988 and sending out a strong message that homophobia isunacceptable. LGBT issues should be included in educational programmes.