ABSTRACT This study proposes an empirically based model with a strong theoretical foundation in higher education and social psychology to better understand how the college experience influences the development of attitudes of acceptance towards lesbian, gay, and bisexual (LGB) persons. Our results demonstrated that students develop more accepting attitudes toward LGB persons when they enroll in diversity courses, interact across race, or interact with LGB peers. In addition, we found that students' thoughts about their identity in college as well as their comfort around LGB persons are important influences on LGB attitude development.
{"title":"Developing Attitudes of Acceptance Toward Lesbian, Gay, and Bisexual Peers: Enlightenment, Contact, and the College Experience","authors":"Mark E. Engberg, Sylvia Hurtado, Gilia C. Smith","doi":"10.1300/J367v04n03_05","DOIUrl":"https://doi.org/10.1300/J367v04n03_05","url":null,"abstract":"ABSTRACT This study proposes an empirically based model with a strong theoretical foundation in higher education and social psychology to better understand how the college experience influences the development of attitudes of acceptance towards lesbian, gay, and bisexual (LGB) persons. Our results demonstrated that students develop more accepting attitudes toward LGB persons when they enroll in diversity courses, interact across race, or interact with LGB peers. In addition, we found that students' thoughts about their identity in college as well as their comfort around LGB persons are important influences on LGB attitude development.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125730447","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 Previous research indicated that Catholic high schools in the United States were not addressing the topic of homosexuality in any significant and systematic way prior to the mid-1990s, though practitioners in Catholic high schools have begun to address the topic in recent years. This study, in sampling seven Catholic schools in the greater Chicago area, investigated how educators in Catholic high schools were addressing the topic of homosexuality and what barriers they encountered in efforts at implementation. It was found that their reasons for addressing the issue included two very recent developments: educators being better trained in gay and lesbian youth issues, and students “coming out” in their schools. Catholic identity has served both as a cause for and a barrier to addressing gay and lesbian issues in the schools. Two other barriers seem to be closely related: lack of support from school administration, which is strongly influenced by fear of community reaction.
{"title":"What Educators in Catholic Schools Might Expect When Addressing Gay and Lesbian Issues: A Study of Needs and Barriers","authors":"M. Maher, Linda M. Sever","doi":"10.1300/J367V04N03_06","DOIUrl":"https://doi.org/10.1300/J367V04N03_06","url":null,"abstract":"ABSTRACT Previous research indicated that Catholic high schools in the United States were not addressing the topic of homosexuality in any significant and systematic way prior to the mid-1990s, though practitioners in Catholic high schools have begun to address the topic in recent years. This study, in sampling seven Catholic schools in the greater Chicago area, investigated how educators in Catholic high schools were addressing the topic of homosexuality and what barriers they encountered in efforts at implementation. It was found that their reasons for addressing the issue included two very recent developments: educators being better trained in gay and lesbian youth issues, and students “coming out” in their schools. Catholic identity has served both as a cause for and a barrier to addressing gay and lesbian issues in the schools. Two other barriers seem to be closely related: lack of support from school administration, which is strongly influenced by fear of community reaction.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127518084","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 This article focuses on the concept of leadership endorsed by an urban all-girls' public school and how heteronormative ideas about female success were resisted by a group of the school's gay students through gender performances and named sexualities. The author argues that queer students are gender projects that the school uses to define and regulate appropriate behavior. Schools should define promoted goals like leadership in context with youth and urges broader consideration of how school employment conditions affect the safety of queer youth and teachers.
{"title":"“You Make Me Erect!”: Queer Girls of Color Negotiating Heteronormative Leadership at an Urban All-Girls' Public School","authors":"Therese Quinn","doi":"10.1300/J367V04N03_04","DOIUrl":"https://doi.org/10.1300/J367V04N03_04","url":null,"abstract":"ABSTRACT This article focuses on the concept of leadership endorsed by an urban all-girls' public school and how heteronormative ideas about female success were resisted by a group of the school's gay students through gender performances and named sexualities. The author argues that queer students are gender projects that the school uses to define and regulate appropriate behavior. Schools should define promoted goals like leadership in context with youth and urges broader consideration of how school employment conditions affect the safety of queer youth and teachers.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"208 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122672287","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 In England, Section 28 of the Local Government Act 1988 came to be seen as a powerful symbol of the oppression of lesbian, gay, and bisexual (LGB) young people and their teachers. This article offers a reflective critique of research I undertook just prior to the repeal of Section 28 by Tony Blair's Labour Government in 2003. My research tried to measure changes in young LGB people's experience of schooling since 1984. I situate this research partly in a tradition of “political arithmetic” and reflect on the relationships between this form of research–that to some extent has sought to quantify young people's victim status–and government policy and guidance published since Section 28's repeal in which sexualities have either become erased and unspoken or have become what I refer to (after Fuss) as strategically essentialised. Looking to the future and the kind of policy and curriculum development that the young people in my research sample might argue for, I suggest that attention to homophobia must be combined with a pedagogic focus on heteronormativity. This poses a challenge in a difficult policy space where market-oriented, neo-liberal educational reforms seek to define certain disruptive identities as “at risk.”
{"title":"Sexualities and Schooling in England After Section 28: Measuring and Managing “At-Risk” Identities","authors":"V. Ellis","doi":"10.1300/J367v04n03_03","DOIUrl":"https://doi.org/10.1300/J367v04n03_03","url":null,"abstract":"ABSTRACT In England, Section 28 of the Local Government Act 1988 came to be seen as a powerful symbol of the oppression of lesbian, gay, and bisexual (LGB) young people and their teachers. This article offers a reflective critique of research I undertook just prior to the repeal of Section 28 by Tony Blair's Labour Government in 2003. My research tried to measure changes in young LGB people's experience of schooling since 1984. I situate this research partly in a tradition of “political arithmetic” and reflect on the relationships between this form of research–that to some extent has sought to quantify young people's victim status–and government policy and guidance published since Section 28's repeal in which sexualities have either become erased and unspoken or have become what I refer to (after Fuss) as strategically essentialised. Looking to the future and the kind of policy and curriculum development that the young people in my research sample might argue for, I suggest that attention to homophobia must be combined with a pedagogic focus on heteronormativity. This poses a challenge in a difficult policy space where market-oriented, neo-liberal educational reforms seek to define certain disruptive identities as “at risk.”","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"2 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121003634","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 Glenn Ligon's artworks and career explores his handling of the interrelated issues of race, gender, sexuality, politics, economics, ethnicity, age, and power relation produced through visual culture, and how such artworks could be used to introduce sexual subjects in school.
{"title":"Glenn Ligon: Re-Visioning Change","authors":"M. Rhoades, J. Sanders","doi":"10.1300/J367v04n03_01","DOIUrl":"https://doi.org/10.1300/J367v04n03_01","url":null,"abstract":"ABSTRACT Glenn Ligon's artworks and career explores his handling of the interrelated issues of race, gender, sexuality, politics, economics, ethnicity, age, and power relation produced through visual culture, and how such artworks could be used to introduce sexual subjects in school.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125894916","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 describing the cover for this issue, lesbian artist Harmony Hammond explains that she wanted to “make myself out of myself” noting that her organic art is “about building a form out of its self.” Applied to young people, this Rousseaun notion is the antipathy of how many adults and institutions view children: clay to be molded into acceptable cultural forms. The idea that five, ten, or seventeen-years-olds have the human capacity and the spiritual responsibility to (re)construct self out of their human forms is at odds with adult renditions of gendered and sexual bodies. Paradoxically, it has been the construction of “childhood” and its post-Victorian era concept of “adolescence” that has stripped youth of their entitlements as agents of selfhood. One of these entitlements is experiencing embodiment in its myriad forms. Gender rules and sexual conventions, in contrast, enforce cookie-cutter sameness onto the body of youth by cultural cops posing as teachers, parents, counselors, social workers–and friends. How then, in cultures of heterodoxy, might children disengender themselves, (re)creating embodied space? How can
{"title":"Molding Youth","authors":"","doi":"10.1300/J367v04n02_01","DOIUrl":"https://doi.org/10.1300/J367v04n02_01","url":null,"abstract":"In describing the cover for this issue, lesbian artist Harmony Hammond explains that she wanted to “make myself out of myself” noting that her organic art is “about building a form out of its self.” Applied to young people, this Rousseaun notion is the antipathy of how many adults and institutions view children: clay to be molded into acceptable cultural forms. The idea that five, ten, or seventeen-years-olds have the human capacity and the spiritual responsibility to (re)construct self out of their human forms is at odds with adult renditions of gendered and sexual bodies. Paradoxically, it has been the construction of “childhood” and its post-Victorian era concept of “adolescence” that has stripped youth of their entitlements as agents of selfhood. One of these entitlements is experiencing embodiment in its myriad forms. Gender rules and sexual conventions, in contrast, enforce cookie-cutter sameness onto the body of youth by cultural cops posing as teachers, parents, counselors, social workers–and friends. How then, in cultures of heterodoxy, might children disengender themselves, (re)creating embodied space? How can","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127048222","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 want to suggest a new way of approaching the topic of sexuality within the secondary and/or tertiary classroom and offer an example of a teaching resource that might help facilitate this shift. I stumbled upon this resource one sunny February evening in 2005 when I was invited by friends to attend the Sydney Mardi Gras, Gay and Lesbian Film Festival. As the tickets had been purchased ahead of time, I was not entirely certain what was on the programme for the night. To my pleasant surprise a local documentary, Bouncing Castle: Keeping Families Together (2005), was being screened. The one-hour feature not only captured my attention, it provided me with a renewed sense of how I would approach the topic of sexuality in my classroom that semester. Directed by Chris Castro and produced by Giovanni CampoloArcidiaco and Vanessa Gonzalez, Bouncing Castle is an initiative of the Western Sydney chapter of Parents, Families and Friends of Lesbians and Gays (PFLAG). Since its debut screening in Sydney, it has been included in gay and lesbian film festivals in Bendigo (AUS), Melbourne
{"title":"Giving Voice, Making Change: How PFLAG Resources Can Be Useful Classroom Tools","authors":"Kellie Burns","doi":"10.1300/J367v04n02_10","DOIUrl":"https://doi.org/10.1300/J367v04n02_10","url":null,"abstract":"I want to suggest a new way of approaching the topic of sexuality within the secondary and/or tertiary classroom and offer an example of a teaching resource that might help facilitate this shift. I stumbled upon this resource one sunny February evening in 2005 when I was invited by friends to attend the Sydney Mardi Gras, Gay and Lesbian Film Festival. As the tickets had been purchased ahead of time, I was not entirely certain what was on the programme for the night. To my pleasant surprise a local documentary, Bouncing Castle: Keeping Families Together (2005), was being screened. The one-hour feature not only captured my attention, it provided me with a renewed sense of how I would approach the topic of sexuality in my classroom that semester. Directed by Chris Castro and produced by Giovanni CampoloArcidiaco and Vanessa Gonzalez, Bouncing Castle is an initiative of the Western Sydney chapter of Parents, Families and Friends of Lesbians and Gays (PFLAG). Since its debut screening in Sydney, it has been included in gay and lesbian film festivals in Bendigo (AUS), Melbourne","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127129336","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 Earlier research positioned queer students as victims, and more recent scholarship positions them as agents. This study works to recognize and learn from the multiple subject positions of these youth by documenting subtleties regarding the experiences and negotiations of gender rules and regulations. When youth claim multiple subject positions, they are better able to identify, name, and work against oppression. Educators need to strive to make schools spaces where all students can engage in story lines that position them, and in which they position themselves, in multiple and variable ways so that they are more able to work for social change.
{"title":"The Experiencing, Negotiation, Breaking, and Remaking of Gender Rules and Regulations by Queer Youth","authors":"Mollie V. Blackburn","doi":"10.1300/J367v04n02_04","DOIUrl":"https://doi.org/10.1300/J367v04n02_04","url":null,"abstract":"ABSTRACT Earlier research positioned queer students as victims, and more recent scholarship positions them as agents. This study works to recognize and learn from the multiple subject positions of these youth by documenting subtleties regarding the experiences and negotiations of gender rules and regulations. When youth claim multiple subject positions, they are better able to identify, name, and work against oppression. Educators need to strive to make schools spaces where all students can engage in story lines that position them, and in which they position themselves, in multiple and variable ways so that they are more able to work for social change.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121240090","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 U.S. Department of Education Secretary Spellings admonished PBS for having produced an episode of Postcards from Buster because it included children with lesbian parents. A college professor describes how this incident and children's literature was a learning opportunity for future teachers.
美国教育部长斯佩林斯就PBS电视台制作的一集《巴斯特的明信片》(Postcards from Buster)提出批评，因为其中有女同性恋父母的孩子。一位大学教授描述了这一事件和儿童文学如何成为未来教师的学习机会。
{"title":"Buster Bunny as a Teaching Tool: A Lesson from the Controversy over an Animated Rabbit","authors":"David Campos","doi":"10.1300/J367V04N02_08","DOIUrl":"https://doi.org/10.1300/J367V04N02_08","url":null,"abstract":"ABSTRACT U.S. Department of Education Secretary Spellings admonished PBS for having produced an episode of Postcards from Buster because it included children with lesbian parents. A college professor describes how this incident and children's literature was a learning opportunity for future teachers.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125630172","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 This article chronicles the formation and organization of the Safe Schools Coalition (SCC) through the experiences of Beth Reis, co-founder and co-Chair. The article suggests ways in which the SCC can serve as a model for both collective and individual work in promoting safe schools.
{"title":"Beth Reis and the Safe Schools Coalition","authors":"S. Vaught","doi":"10.1300/J367V04N02_07","DOIUrl":"https://doi.org/10.1300/J367V04N02_07","url":null,"abstract":"ABSTRACT This article chronicles the formation and organization of the Safe Schools Coalition (SCC) through the experiences of Beth Reis, co-founder and co-Chair. The article suggests ways in which the SCC can serve as a model for both collective and individual work in promoting safe schools.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131846460","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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