ABSTRACT Several decades of research tell us that sexual minority youth are among those most at risk for the negative outcomes of frequent concern in the lives of young people: academic failure, emotional distress, compromised relationships, risk behavior, and suicidality. We know much less about resilience, the characteristics and factors that explain or predict the healthy adolescent and adult lives of most sexual minorities. How can we move,“beyond risk” to understanding resilience? I outline a context for the focus on risk in studies of sexual minority youth and then discuss the conceptual distinctions between risk, risk factors, risk outcomes, protective factors, and resilience. I argue that an important area for further research will be to identify risk and protective factors that are unique to sexual minority youth. Recent research on school-based harassment and victimization is used as an example of research on LGBT issues in education that is grounded in the history of risk while offering the potential for significant advances in thinking about resilience.
{"title":"Beyond Risk: Resilience in the Lives of Sexual Minority Youth","authors":"S. Russell","doi":"10.1300/J367v02n03_02","DOIUrl":"https://doi.org/10.1300/J367v02n03_02","url":null,"abstract":"ABSTRACT Several decades of research tell us that sexual minority youth are among those most at risk for the negative outcomes of frequent concern in the lives of young people: academic failure, emotional distress, compromised relationships, risk behavior, and suicidality. We know much less about resilience, the characteristics and factors that explain or predict the healthy adolescent and adult lives of most sexual minorities. How can we move,“beyond risk” to understanding resilience? I outline a context for the focus on risk in studies of sexual minority youth and then discuss the conceptual distinctions between risk, risk factors, risk outcomes, protective factors, and resilience. I argue that an important area for further research will be to identify risk and protective factors that are unique to sexual minority youth. Recent research on school-based harassment and victimization is used as an example of research on LGBT issues in education that is grounded in the history of risk while offering the potential for significant advances in thinking about resilience.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129632117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT A review of electronic databases identified 27 research-based articles concerning LGBTQ issues in higher education between 2000 and 2003. These articles are summarized into three categories: studies of campus climate, student life issues, and college teaching. Suggestions are provided for future research on postsecondary students; faculty; administration; policies; and women, bisexual, and transgender populations.
{"title":"LGBTQ Research in Higher Education: A Review of Journal Articles, 2000–2003","authors":"Patrick Dilley","doi":"10.1300/J367v02n02_12","DOIUrl":"https://doi.org/10.1300/J367v02n02_12","url":null,"abstract":"ABSTRACT A review of electronic databases identified 27 research-based articles concerning LGBTQ issues in higher education between 2000 and 2003. These articles are summarized into three categories: studies of campus climate, student life issues, and college teaching. Suggestions are provided for future research on postsecondary students; faculty; administration; policies; and women, bisexual, and transgender populations.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132115823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Conventional wisdom has it that today’s queer youth and those working with them have an easier time than those of prior generations. From the transcontinental twin productions of Queer as Folk to the adoption of more inclusive LGBT policies in various provinces and states around the world, coming out queer (as a student or teacher) or finding institutional support (from GSAs and campus groups to queer studies and funded research) has never been easier. But conventional wisdom is seldom wise and never reflective. From Sydney to Selma, being sexually different or gender-odd is far from normalized. Despite attempts by some to straighten out queerness through heterosexualmimicry, these differences are a hallmark of human diversity, which many teachers–deputized as cultural cops–and students–schooled in heteronormative curricula–do their best to ignore, pity, lampoon, correct, criticize, or punish. So, why should it be surprising to find, in this journal issue, articles that challenge the conventional wisdom? Through Vaught’s eloquently written case study of southern gay Black adolescents, we see how these young men learned “a permanent lesson about lies and deceit–about for-
传统观点认为，今天的酷儿青年和那些与他们一起工作的人比前几代人过得更轻松。从跨大陆的《作为民间的酷儿》(Queer as Folk)的双胞胎作品到世界各地不同省份和州采用更具包容性的LGBT政策，出柜(作为学生或教师)或寻求机构支持(从gsa和校园团体到酷儿研究和资助研究)从未如此容易过。但传统智慧很少是明智的，也从不反思。从悉尼到塞尔玛，性差异或性别怪异远未被正常化。尽管有些人试图通过异性恋模仿来澄清酷儿问题，但这些差异是人类多样性的一个标志，许多被视为文化警察的老师和在异性恋规范课程中接受教育的学生，尽其所能地忽视、同情、讽刺、纠正、批评或惩罚这些差异。那么，为什么在这期杂志上发现挑战传统智慧的文章会令人惊讶呢?通过沃特对南方黑人同性恋青少年娓娓道来的案例研究，我们看到这些年轻人是如何学到“关于谎言和欺骗的永恒教训”的
{"title":"Turn of the Century Conventional Wisdom","authors":"","doi":"10.1300/J367v02n02_01","DOIUrl":"https://doi.org/10.1300/J367v02n02_01","url":null,"abstract":"Conventional wisdom has it that today’s queer youth and those working with them have an easier time than those of prior generations. From the transcontinental twin productions of Queer as Folk to the adoption of more inclusive LGBT policies in various provinces and states around the world, coming out queer (as a student or teacher) or finding institutional support (from GSAs and campus groups to queer studies and funded research) has never been easier. But conventional wisdom is seldom wise and never reflective. From Sydney to Selma, being sexually different or gender-odd is far from normalized. Despite attempts by some to straighten out queerness through heterosexualmimicry, these differences are a hallmark of human diversity, which many teachers–deputized as cultural cops–and students–schooled in heteronormative curricula–do their best to ignore, pity, lampoon, correct, criticize, or punish. So, why should it be surprising to find, in this journal issue, articles that challenge the conventional wisdom? Through Vaught’s eloquently written case study of southern gay Black adolescents, we see how these young men learned “a permanent lesson about lies and deceit–about for-","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114736324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Being Out, Being Silent, Being Strategic: Troubling the Difference","authors":"M. Sapon-Shevin","doi":"10.1300/J367V02N02_07","DOIUrl":"https://doi.org/10.1300/J367V02N02_07","url":null,"abstract":"","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"45 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116387471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Power and Empowerment in the Classroom","authors":"Rita M. Kissen","doi":"10.1300/J367V02N02_06","DOIUrl":"https://doi.org/10.1300/J367V02N02_06","url":null,"abstract":"","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115140107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Seven Tips for Publishing Books","authors":"Kevin K. Kumashiro","doi":"10.1300/J367V02N02_11","DOIUrl":"https://doi.org/10.1300/J367V02N02_11","url":null,"abstract":"","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128248812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this reflection on a personal history and growth of a gay teacher, there is clear line in the episodes ranging from closeted teacher to educational activist. As written from the perspective of the teacher itself, Gregory focuses mainly on his integrity, which makes it essentially a personal narrative, although the writer takes some steps back to describe these experiences and reflect on them. I want to take an even wider perspective, reflecting on those experiences from the viewpoint of all gay and lesbian teachers.
{"title":"On Stages, Styles, Gender and Context","authors":"P. Dankmeijer","doi":"10.1300/J367v02n02_08","DOIUrl":"https://doi.org/10.1300/J367v02n02_08","url":null,"abstract":"In this reflection on a personal history and growth of a gay teacher, there is clear line in the episodes ranging from closeted teacher to educational activist. As written from the perspective of the teacher itself, Gregory focuses mainly on his integrity, which makes it essentially a personal narrative, although the writer takes some steps back to describe these experiences and reflect on them. I want to take an even wider perspective, reflecting on those experiences from the viewpoint of all gay and lesbian teachers.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130296897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I deeply appreciate these four very thoughtful responses to my essay. That the responses are as personal as they are theoretical is particularly gratifying. As a student and teacher of pragmatism, I find academic work especially meaningful when it begins with lived experience that is objectively (not merely mentally) problematic, and when it applies the kind of theory to it that is meant to be introduced back into experience, through experimental action, in order to effect some kind of amelioration. All four of the respondents demonstrated this kind of work. In reading these responses, I was struck by the importance of a distinction most of us had noted but not emphasized or developed. As teachers, we seek to construct certain kinds of educational experiences for our students. As people of sexual or gender minority or who are close to or in political solidarity with such people, we want to preserve and enhance our integrity, which includes being who we are at work. As our essays demonstrate, these two kinds of concerns are often mutually antagonistic, at times reconcilable, and sometimes mutually supportive. It behooves us, of course, to work out as many ways as possible of satisfying both kinds of concerns at once. That is, choosing ways and contexts for being out in our schools that will either contribute to our pedagogical efforts or at least not impede them. I am grateful to Arthur Lipkin for his insightful and practical suggestions about this: sharing evaluation and grading power with students, critiquing student writing in class, openly examining our biases, discussing with students their prior experiences of teacher power, and not contributing the queer-
{"title":"A Response to My Respondents: Integrity and Pedagogy","authors":"M. Gregory","doi":"10.1300/J367v02n02_09","DOIUrl":"https://doi.org/10.1300/J367v02n02_09","url":null,"abstract":"I deeply appreciate these four very thoughtful responses to my essay. That the responses are as personal as they are theoretical is particularly gratifying. As a student and teacher of pragmatism, I find academic work especially meaningful when it begins with lived experience that is objectively (not merely mentally) problematic, and when it applies the kind of theory to it that is meant to be introduced back into experience, through experimental action, in order to effect some kind of amelioration. All four of the respondents demonstrated this kind of work. In reading these responses, I was struck by the importance of a distinction most of us had noted but not emphasized or developed. As teachers, we seek to construct certain kinds of educational experiences for our students. As people of sexual or gender minority or who are close to or in political solidarity with such people, we want to preserve and enhance our integrity, which includes being who we are at work. As our essays demonstrate, these two kinds of concerns are often mutually antagonistic, at times reconcilable, and sometimes mutually supportive. It behooves us, of course, to work out as many ways as possible of satisfying both kinds of concerns at once. That is, choosing ways and contexts for being out in our schools that will either contribute to our pedagogical efforts or at least not impede them. I am grateful to Arthur Lipkin for his insightful and practical suggestions about this: sharing evaluation and grading power with students, critiquing student writing in class, openly examining our biases, discussing with students their prior experiences of teacher power, and not contributing the queer-","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133367756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As citizens of the United States respond to legislative and judicial actions that have challenged the prohibition against same-sex couples receiving marriage licenses, schools have a timely opportunity to engage students on this most important debate. Educators can help their students understand the full significance of this issue by encouraging them to examine their opinions about the same-sex marriage debate and about the institution of marriage. The Gay Lesbian Straight Educators Network (GLSEN) has released a valuable resource to accomplish this task. At Issue: Marriage, Explor-
{"title":"United States: Exploring the Marriage Debate","authors":"J. Carter","doi":"10.1300/J367V02N02_13","DOIUrl":"https://doi.org/10.1300/J367V02N02_13","url":null,"abstract":"As citizens of the United States respond to legislative and judicial actions that have challenged the prohibition against same-sex couples receiving marriage licenses, schools have a timely opportunity to engage students on this most important debate. Educators can help their students understand the full significance of this issue by encouraging them to examine their opinions about the same-sex marriage debate and about the institution of marriage. The Gay Lesbian Straight Educators Network (GLSEN) has released a valuable resource to accomplish this task. At Issue: Marriage, Explor-","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114882573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Through examining four episodes from his teaching, the author reflects on the importance of being out in the classroom, not only about his sexuality, but also about his intellectual, moral, and political commitments and uncertainties. While cautioning that being out in these ways can, in certain circumstances, stifle student voices and preempt open student inquiry, the author concludes that being out is a necessary element of a pedagogy that helps students go through the painful process of self-corrective ethical inquiry. Four scholars respond to the author's essay, which is followed by a final commentary by the author.
{"title":"Being Out, Speaking Out: Vulnerability and Classroom Inquiry","authors":"M. Gregory","doi":"10.1300/J367V02N02_04","DOIUrl":"https://doi.org/10.1300/J367V02N02_04","url":null,"abstract":"ABSTRACT Through examining four episodes from his teaching, the author reflects on the importance of being out in the classroom, not only about his sexuality, but also about his intellectual, moral, and political commitments and uncertainties. While cautioning that being out in these ways can, in certain circumstances, stifle student voices and preempt open student inquiry, the author concludes that being out is a necessary element of a pedagogy that helps students go through the painful process of self-corrective ethical inquiry. Four scholars respond to the author's essay, which is followed by a final commentary by the author.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123625991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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