As D' Augelli and Grossman point out, there is an underrepresentation in LGB research of "youth who have had sexual experiences with both males and females." Indeed, Heath (2005) refers to the "silent B" in much GLBT research. And, Owens (1998, p. 55) discusses how heterosexism "formalizes a societal dichotomy of heterosexuality versus homosexuality with little room for bisexuals" in educational research. Most of the information on bisexuality has been obtained from studies with adult samples, and it is "unclear to what extent a separate bisexual cultural identity is consolidated during adolescence" (Ryan & Rivers, 2003, p.105). As Bryan, a 17-year-old bisexual young man in my research, declared: "It's simple bullshit logic! They don't have evidence of bi kids in schools because they don't want to find it and so don't write their research looking for it."
正如D' Augelli和Grossman指出的那样，在LGB研究中，“与男性和女性都有过性经历的年轻人”的代表性不足。事实上，Heath(2005)在很多GLBT研究中都提到了“沉默的B”。而且，Owens (1998, p. 55)在教育研究中讨论了异性恋是如何“形式化了异性恋和同性恋的社会二分法，几乎没有双性恋的空间”。大多数关于双性恋的信息是从成人样本的研究中获得的，并且“不清楚在青少年时期，一个单独的双性恋文化身份在多大程度上得到了巩固”(Ryan & Rivers, 2003, p.105)。在我的研究中，17岁的双性恋青年布莱恩(Bryan)宣称:“这是简单的扯谎逻辑!他们没有证据表明学校里有双性恋儿童，因为他们不想找到证据，所以他们没有写研究来寻找证据。”
{"title":"On the Borders of Sexuality Research: Young People Who Have Sex with Both Males and Females","authors":"M. Pallotta-Chiarolli","doi":"10.1300/J367v03n02_07","DOIUrl":"https://doi.org/10.1300/J367v03n02_07","url":null,"abstract":"As D' Augelli and Grossman point out, there is an underrepresentation in LGB research of \"youth who have had sexual experiences with both males and females.\" Indeed, Heath (2005) refers to the \"silent B\" in much GLBT research. And, Owens (1998, p. 55) discusses how heterosexism \"formalizes a societal dichotomy of heterosexuality versus homosexuality with little room for bisexuals\" in educational research. Most of the information on bisexuality has been obtained from studies with adult samples, and it is \"unclear to what extent a separate bisexual cultural identity is consolidated during adolescence\" (Ryan & Rivers, 2003, p.105). As Bryan, a 17-year-old bisexual young man in my research, declared: \"It's simple bullshit logic! They don't have evidence of bi kids in schools because they don't want to find it and so don't write their research looking for it.\"","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133635499","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}
D’Augelli and Grossman’s article offers an eloquent account of a complex longitudinal, interview-based study that surely has the potential to offer nuanced insights into the lives of lesbian, gay, and bisexual (LGB) youth. To my knowledge, few, if any, studies in the field have created such a large amount of qualitative data–500+ participants over a period of two years. The authors’ copious efforts to recruit, retain, and involve youth while avoiding potential dangers to them offer future researchers resources to draw on as we seek to conduct ethical and meaningful empirical work with lesbian, gay, bisexual, and transgender (LGBT) youth. D’Augelli and Grossman’s work to document and understand youths’ experiences of and responses to what they call sexual orientation victimization (SOV)–or intimidation, harassment, and violence–that puts youth at risk, undoubtedly will enhance future scholarship at the same time that it informs practice and the provision of services to LGB youth. Reading about their study led me to ask what it means to put together the terms “research,” “queer,” and “youth.” I use the word queer to gesture toward less predictable identities and practices than L, G, B, and T commonly signify. What are the purposes of research related to queer youth? Implicit and explicit in D’Augelli and Grossman’s research are several premises. First, victimization, or oppression, is integral to un-
D 'Augelli和Grossman的文章对一项复杂的纵向、基于访谈的研究进行了雄辩的描述，该研究肯定有可能为女同性恋、男同性恋和双性恋(LGB)青年的生活提供细致入微的见解。据我所知，该领域很少有研究能够在两年的时间里创造出如此大量的定性数据——500多名参与者。作者在招募、保留和吸引年轻人的同时避免潜在危险的大量努力为未来的研究人员提供了资源，供我们在寻求对女同性恋、男同性恋、双性恋和变性(LGBT)青年进行道德和有意义的实证工作时借鉴。D ' augelli和Grossman的工作记录和理解了年轻人对他们所谓的性取向受害(SOV)的经历和反应——或恐吓、骚扰和暴力——这使年轻人处于危险之中，毫无疑问，这将加强未来的学术研究，同时它为LGB青年的实践和服务提供了信息。读到他们的研究，我不禁要问，把“研究”、“酷儿”和“青年”这些词放在一起是什么意思?我用“酷儿”这个词来暗示那些不太容易预测的身份和行为，而不是L、G、B和T通常所代表的。研究酷儿青年的目的是什么?在D 'Augelli和Grossman的研究中，内隐和外显是几个前提。首先，受害或压迫是un的组成部分
{"title":"Queer Research and Queer Youth","authors":"Susan Talburt","doi":"10.1300/J367v03n02_08","DOIUrl":"https://doi.org/10.1300/J367v03n02_08","url":null,"abstract":"D’Augelli and Grossman’s article offers an eloquent account of a complex longitudinal, interview-based study that surely has the potential to offer nuanced insights into the lives of lesbian, gay, and bisexual (LGB) youth. To my knowledge, few, if any, studies in the field have created such a large amount of qualitative data–500+ participants over a period of two years. The authors’ copious efforts to recruit, retain, and involve youth while avoiding potential dangers to them offer future researchers resources to draw on as we seek to conduct ethical and meaningful empirical work with lesbian, gay, bisexual, and transgender (LGBT) youth. D’Augelli and Grossman’s work to document and understand youths’ experiences of and responses to what they call sexual orientation victimization (SOV)–or intimidation, harassment, and violence–that puts youth at risk, undoubtedly will enhance future scholarship at the same time that it informs practice and the provision of services to LGB youth. Reading about their study led me to ask what it means to put together the terms “research,” “queer,” and “youth.” I use the word queer to gesture toward less predictable identities and practices than L, G, B, and T commonly signify. What are the purposes of research related to queer youth? Implicit and explicit in D’Augelli and Grossman’s research are several premises. First, victimization, or oppression, is integral to un-","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114481701","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":"Researching LGB Youths in India: Still a Distant Dream","authors":"Suresh Parekh","doi":"10.1300/J367V03N02_17","DOIUrl":"https://doi.org/10.1300/J367V03N02_17","url":null,"abstract":"","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130376085","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}
B. Beemyn, Andrea D. Domingue, J. Pettitt, Todd Smith
ABSTRACT To assist colleges and universities in becoming more supportive of transgender people, the authors, who work in campus LGBT student services, offer practical recommendations in areas where gender-variant students, staff, and faculty are likely to encounter discrimination. These areas include health care, residence halls, bathrooms, locker rooms, gender and name changes, public inclusion, and programming, training, and support. For each area, beginning, intermediate, and advanced steps are suggested.
{"title":"Suggested Steps to Make Campuses More Trans-Inclusive","authors":"B. Beemyn, Andrea D. Domingue, J. Pettitt, Todd Smith","doi":"10.1300/J367V03N01_09","DOIUrl":"https://doi.org/10.1300/J367V03N01_09","url":null,"abstract":"ABSTRACT To assist colleges and universities in becoming more supportive of transgender people, the authors, who work in campus LGBT student services, offer practical recommendations in areas where gender-variant students, staff, and faculty are likely to encounter discrimination. These areas include health care, residence halls, bathrooms, locker rooms, gender and name changes, public inclusion, and programming, training, and support. For each area, beginning, intermediate, and advanced steps are suggested.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124398452","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 former elementary school principal describes the challenges she faced and outcomes that resulted and lessons learned as she worked to create safe, respectful schools for students and adults of all sexual orientations.
{"title":"Homophobia Prevention and Intervention in Elementary Schools: A Principal's Responsibility","authors":"Jan M. Goodman","doi":"10.1300/J367V03N01_12","DOIUrl":"https://doi.org/10.1300/J367V03N01_12","url":null,"abstract":"ABSTRACT A former elementary school principal describes the challenges she faced and outcomes that resulted and lessons learned as she worked to create safe, respectful schools for students and adults of all sexual orientations.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133056337","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}
We are committed to the exploration of visual as well as linguistic representations of, by, and concerning LGBTQ students and educators. This feature gestures beyond alpha-numeric texts to consider identity constructions in visual culture. Through publication of two and three dimensional art, electronic, and photographic visual media, we hope to create a forum for discussion of what it means to represent an identity or see the world queerly. Artists’ statements and essays responding to their visual texts further explore the multiple ways sexual and gender identities are (self)constructed and understood. Information on submissions of original art can be found at www.jtsears.com/jgliefeatures or contact Jim Sanders (E-mail: sanders-iii.1@osu.edu).
{"title":"Trans Youth Faces: Photographs of Mariette Pathy Allen","authors":"B. Beemyn, J. Sanders","doi":"10.1300/J367v03n01_10","DOIUrl":"https://doi.org/10.1300/J367v03n01_10","url":null,"abstract":"We are committed to the exploration of visual as well as linguistic representations of, by, and concerning LGBTQ students and educators. This feature gestures beyond alpha-numeric texts to consider identity constructions in visual culture. Through publication of two and three dimensional art, electronic, and photographic visual media, we hope to create a forum for discussion of what it means to represent an identity or see the world queerly. Artists’ statements and essays responding to their visual texts further explore the multiple ways sexual and gender identities are (self)constructed and understood. Information on submissions of original art can be found at www.jtsears.com/jgliefeatures or contact Jim Sanders (E-mail: sanders-iii.1@osu.edu).","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133106615","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 examines a number of areas of campus life where transgender students experience discrimination because of gender-exclusive policies and practices: health care, residence halls, bathrooms, locker rooms, records and documents, public inclusion, and programming, training, and support. The specific obstacles faced by transgender students in a given area are discussed, followed by examples of how different colleges and universities are addressing these issues.
{"title":"Making Campuses More Inclusive of Transgender Students","authors":"B. Beemyn","doi":"10.1300/J367V03N01_08","DOIUrl":"https://doi.org/10.1300/J367V03N01_08","url":null,"abstract":"ABSTRACT This article examines a number of areas of campus life where transgender students experience discrimination because of gender-exclusive policies and practices: health care, residence halls, bathrooms, locker rooms, records and documents, public inclusion, and programming, training, and support. The specific obstacles faced by transgender students in a given area are discussed, followed by examples of how different colleges and universities are addressing these issues.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116812345","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 Few non-pathologizing models of transgender identity development currently exist. This study uses an adaptation of the D'Augelli (1994) lifespan model of sexual orientation identity development to consider the lives of transgender college students. Interviews with two transgender-identified students find that they have developmental experiences in each process of D'Augelli's framework. In addition to demonstrating the need for more research on transgender identity development, this study suggests that the binary construction of gender that pervades United States culture and college campuses, in particular, must be examined and challenged.
{"title":"Beyond the Gender Binary: A Case Study of Two Transgender Students at a Midwestern Research University","authors":"Brent Bilodeau","doi":"10.1300/J367V03N01_05","DOIUrl":"https://doi.org/10.1300/J367V03N01_05","url":null,"abstract":"ABSTRACT Few non-pathologizing models of transgender identity development currently exist. This study uses an adaptation of the D'Augelli (1994) lifespan model of sexual orientation identity development to consider the lives of transgender college students. Interviews with two transgender-identified students find that they have developmental experiences in each process of D'Augelli's framework. In addition to demonstrating the need for more research on transgender identity development, this study suggests that the binary construction of gender that pervades United States culture and college campuses, in particular, must be examined and challenged.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128737615","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 Transgender students are becoming more visible on college campuses. This qualitative study examines the experiences of undergraduate and graduate students who self-identify as transgender. Most of the participants reported that a hostile climate for transgender students exists on their campuses and that their colleges lack resources and education on transgender issues.
{"title":"On the Margins: A Study of the Experiences of Transgender College Students","authors":"J. McKinney","doi":"10.1300/J367V03N01_07","DOIUrl":"https://doi.org/10.1300/J367V03N01_07","url":null,"abstract":"ABSTRACT Transgender students are becoming more visible on college campuses. This qualitative study examines the experiences of undergraduate and graduate students who self-identify as transgender. Most of the participants reported that a hostile climate for transgender students exists on their campuses and that their colleges lack resources and education on transgender issues.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122528352","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 Transgender kids and kids from trans families attend preschool and kindergarten. For the safety, comfort, and optimum learning of these students, trans-positive early childhood education environments are necessary. Through simple changes to existing curricula and equipment, teachers, parents, and administrators can create a trans-positive setting that contributes to an anti-oppression model of education.
{"title":"Trans-Friendly Preschool","authors":"L. Dykstra","doi":"10.1300/J367V03N01_03","DOIUrl":"https://doi.org/10.1300/J367V03N01_03","url":null,"abstract":"ABSTRACT Transgender kids and kids from trans families attend preschool and kindergarten. For the safety, comfort, and optimum learning of these students, trans-positive early childhood education environments are necessary. Through simple changes to existing curricula and equipment, teachers, parents, and administrators can create a trans-positive setting that contributes to an anti-oppression model of education.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131595328","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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