ABSTRACT This qualitative study explored the experiences of five gay, lesbian, and bisexual adolescents' perspectives on their schools' acceptance of their sexual orientation, and perceptions of these schools' approach to suicide risk intervention. Focus groups were tape recorded, transcribed, and analyzed through constant comparative analysis. Themes that emerged from the data included participants feeling judged by school counselors and teachers, feeling unsafe at school, and concerned about school staff's response to suicide risk and interventions. Implications for school counselors, teachers and administrators are discussed.
{"title":"Sexual Minority Youth Perspectives on the School Environment and Suicide Risk Interventions: A Qualitative Study","authors":"P. Rutter, N. Leech","doi":"10.1300/J367v04n01_06","DOIUrl":"https://doi.org/10.1300/J367v04n01_06","url":null,"abstract":"ABSTRACT This qualitative study explored the experiences of five gay, lesbian, and bisexual adolescents' perspectives on their schools' acceptance of their sexual orientation, and perceptions of these schools' approach to suicide risk intervention. Focus groups were tape recorded, transcribed, and analyzed through constant comparative analysis. Themes that emerged from the data included participants feeling judged by school counselors and teachers, feeling unsafe at school, and concerned about school staff's response to suicide risk and interventions. Implications for school counselors, teachers and administrators are discussed.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128619992","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 The study on which this paper is based examined the experiences of students in order to develop a theoretical and empirically grounded account of the dynamic social forces of inclusion and exclusion experienced by youth in their unique contexts of North American urban schooling. The ethnographic scenes, organized into four “beats,” theatrically render the cultural performances of youth and researchers in the context of a diverse urban drama classroom. In this classroom, students, teacher, and researchers engage in a lively and often disturbing debate. Questions about the ways in which sexuality and other identity markers are socially constructed and performed, how the moral, gendered and discoursed cultures created in classrooms re-inscribe historical inequities are central to the ethnographic scenes, drawn from field notes, researcher reflections, interview transcripts, and the epilogue which follows. Aspects of youth culture, performance (cultural and artistic), the construction of identities–particularly in relation to theories of masculinity and the (heterosexual) “pass”–are deconstructed in the epilogue.
{"title":"Sexual Fundamentalism and Performances of Masculinity: An Ethnographic Scene Study","authors":"K. Gallagher","doi":"10.1300/J367V04N01_05","DOIUrl":"https://doi.org/10.1300/J367V04N01_05","url":null,"abstract":"ABSTRACT The study on which this paper is based examined the experiences of students in order to develop a theoretical and empirically grounded account of the dynamic social forces of inclusion and exclusion experienced by youth in their unique contexts of North American urban schooling. The ethnographic scenes, organized into four “beats,” theatrically render the cultural performances of youth and researchers in the context of a diverse urban drama classroom. In this classroom, students, teacher, and researchers engage in a lively and often disturbing debate. Questions about the ways in which sexuality and other identity markers are socially constructed and performed, how the moral, gendered and discoursed cultures created in classrooms re-inscribe historical inequities are central to the ethnographic scenes, drawn from field notes, researcher reflections, interview transcripts, and the epilogue which follows. Aspects of youth culture, performance (cultural and artistic), the construction of identities–particularly in relation to theories of masculinity and the (heterosexual) “pass”–are deconstructed in the epilogue.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116667614","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 paper draws from a larger analysis of literature on lesbian, gay, bisexual, and transgendered (LGBT) youth to illustrate how the dominant rhetorical frameworks construct an individual-LGBT student-in identity crises and “at risk.” Taylor and Whittier's (1992) framework for understanding “identity construction” in social movement actors is offered as another perspective from which to analyze the experiences of LGBT youth in schools. As an example, a study about a gay-straight alliance (GSA) in Salt Lake City illustrates how LGBT student political activism is a foundation upon which gay and lesbian students resist heterosexist school climates and construct positive identities. The author suggests supporting LGBT grass-roots activism may be a more fruitful approach to school reform than current programs designed by school personnel to “assist” LGBT students.
{"title":"The Story of a Salt Lake City Gay-Straight Alliance: Identity Work and LGBT Youth","authors":"Maralee Mayberry","doi":"10.1300/J367v04n01_03","DOIUrl":"https://doi.org/10.1300/J367v04n01_03","url":null,"abstract":"ABSTRACT This paper draws from a larger analysis of literature on lesbian, gay, bisexual, and transgendered (LGBT) youth to illustrate how the dominant rhetorical frameworks construct an individual-LGBT student-in identity crises and “at risk.” Taylor and Whittier's (1992) framework for understanding “identity construction” in social movement actors is offered as another perspective from which to analyze the experiences of LGBT youth in schools. As an example, a study about a gay-straight alliance (GSA) in Salt Lake City illustrates how LGBT student political activism is a foundation upon which gay and lesbian students resist heterosexist school climates and construct positive identities. The author suggests supporting LGBT grass-roots activism may be a more fruitful approach to school reform than current programs designed by school personnel to “assist” LGBT students.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117065763","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 As schools struggle to address gay, lesbian, bisexual, and transgender issues, some have found gay-straight alliances helpful. This essay reviews two recent GSA-related books, Melinda Miceli's Standing Out, Standing Together, and Susan Birden's Rethinking Sexual Identity in Education. Although largely philosophical treatments, both books present pathways to promising school practices.
{"title":"Gay-Straight Alliances and the Rethinking of Sexual Identity in Schools","authors":"D. R. Walling","doi":"10.1300/J367v04n01_07","DOIUrl":"https://doi.org/10.1300/J367v04n01_07","url":null,"abstract":"ABSTRACT As schools struggle to address gay, lesbian, bisexual, and transgender issues, some have found gay-straight alliances helpful. This essay reviews two recent GSA-related books, Melinda Miceli's Standing Out, Standing Together, and Susan Birden's Rethinking Sexual Identity in Education. Although largely philosophical treatments, both books present pathways to promising school practices.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125231185","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 Most school districts in British Columbia have failed to address homophobic bullying through programs and policies related to school safety. Two exceptions, namely the Victoria and Vancouver school districts, have adopted policies that specify homophobic bullying and education for students, staff, and administrators.
{"title":"British Columbia","authors":"Gerald Walton","doi":"10.2307/j.ctt1w6tg46.16","DOIUrl":"https://doi.org/10.2307/j.ctt1w6tg46.16","url":null,"abstract":"ABSTRACT Most school districts in British Columbia have failed to address homophobic bullying through programs and policies related to school safety. Two exceptions, namely the Victoria and Vancouver school districts, have adopted policies that specify homophobic bullying and education for students, staff, and administrators.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114124706","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 reports the results of a three-year study focusing on the experiences of a sample of lesbian, gay, and bisexual (LGB) people in the United Kingdom who were victimized by their peers at school. Data collected from 190 LGBs suggested that experiences of victimization at school were both long-term and systematic, and were perpetrated by groups rather than by individuals. Subsequently, data collected from a sub-sample of 119 participants indicated that over 50 percent had contemplated self-harm or suicide at the time they were being harassed, and that 40 percent had engaged in such behavior at least once. As adults, participants were found to exhibit symptoms associated with negative affect when contrasted with heterosexual and non-victimized LGB peers. Seventeen percent exhibited symptoms associated with PTSD. However, the results also demonstrated that the majority of participants did not differ significantly from comparison groups in terms of self-esteem, and they had a positive attitude towards their sexual orientation. These findings are discussed with reference to the current literature about the development of resilience following exposure to violence and trauma.
{"title":"Bullying and Homophobia in UK Schools: A Perspective on Factors Affecting Resilience and Recovery","authors":"I. Rivers, H. Cowie","doi":"10.1300/J367v03n04_03","DOIUrl":"https://doi.org/10.1300/J367v03n04_03","url":null,"abstract":"ABSTRACT This article reports the results of a three-year study focusing on the experiences of a sample of lesbian, gay, and bisexual (LGB) people in the United Kingdom who were victimized by their peers at school. Data collected from 190 LGBs suggested that experiences of victimization at school were both long-term and systematic, and were perpetrated by groups rather than by individuals. Subsequently, data collected from a sub-sample of 119 participants indicated that over 50 percent had contemplated self-harm or suicide at the time they were being harassed, and that 40 percent had engaged in such behavior at least once. As adults, participants were found to exhibit symptoms associated with negative affect when contrasted with heterosexual and non-victimized LGB peers. Seventeen percent exhibited symptoms associated with PTSD. However, the results also demonstrated that the majority of participants did not differ significantly from comparison groups in terms of self-esteem, and they had a positive attitude towards their sexual orientation. These findings are discussed with reference to the current literature about the development of resilience following exposure to violence and trauma.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128780458","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 essay provides an examination of questions that are intended as a provisional frame for critical inquiry concerning new media and sexual subcultures. The author provides a close reading of recent studies that are exemplary in their contribution to research concerned with the significance of artifacts and the production, mediatization and narrativization of queer relations, identificatory practices, desires, community participation, and social networks.
{"title":"New Media, Sexual Subcultures, and a Critical Perspective on Research Problematics, Practices, and Possibilities","authors":"M. Bryson","doi":"10.1300/J367v03n04_11","DOIUrl":"https://doi.org/10.1300/J367v03n04_11","url":null,"abstract":"ABSTRACT This essay provides an examination of questions that are intended as a provisional frame for critical inquiry concerning new media and sexual subcultures. The author provides a close reading of recent studies that are exemplary in their contribution to research concerned with the significance of artifacts and the production, mediatization and narrativization of queer relations, identificatory practices, desires, community participation, and social networks.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131538906","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 Using the theoretical lenses of Erik Erikson, Burton Clark, and Sonia Nieto, the author highlights the case of Colgate University-a private liberal arts university in central New York State-to consider larger issues of institutional identity by investigating points of crises bringing to the surface opposing forces, which struggle, on one hand, to maintain and permanently entrench the status quo, and on the other hand, to transform an institution to a new, qualitatively distinct developmental position. At the core of this investigation is Colgate University's questioning of its identity in terms of a prevailing “masculine” culture and its climate of heterosexism. This examination of Colgate University in microcosmic perspective exemplifies the clash of opposing forces surfacing in institutions of higher education across the United States.
{"title":"Danger and Opportunity: Institutional Identity Crises and Transformation","authors":"Warren J. Blumenfeld","doi":"10.1300/J367v03n04_06","DOIUrl":"https://doi.org/10.1300/J367v03n04_06","url":null,"abstract":"ABSTRACT Using the theoretical lenses of Erik Erikson, Burton Clark, and Sonia Nieto, the author highlights the case of Colgate University-a private liberal arts university in central New York State-to consider larger issues of institutional identity by investigating points of crises bringing to the surface opposing forces, which struggle, on one hand, to maintain and permanently entrench the status quo, and on the other hand, to transform an institution to a new, qualitatively distinct developmental position. At the core of this investigation is Colgate University's questioning of its identity in terms of a prevailing “masculine” culture and its climate of heterosexism. This examination of Colgate University in microcosmic perspective exemplifies the clash of opposing forces surfacing in institutions of higher education across the United States.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122266262","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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