ABSTRACT The Lexicon, published in Italy under the auspices of the Papal Council for the Family, provides a dictionary of terms (such as gender, homosexuality, and homophobia) that the Vatican has found problematic in their use. This essay discusses implications as well as the consequences if the Lexicon is adopted as a reference textbook by educators or used in parochial and public schools and details Italian activists'challenge to its use and sale. The authors conclude by raising questions on the freedom of speech and the role of education and educators in reducing prejudice and encouraging greater tolerance.
{"title":"Rome, Italy: The Lexicon–An Italian Dictionary of Homophobia Spurs Gay Activism","authors":"Maurizio De Pittà, R. De Santis","doi":"10.1300/J367v02n03_10","DOIUrl":"https://doi.org/10.1300/J367v02n03_10","url":null,"abstract":"ABSTRACT The Lexicon, published in Italy under the auspices of the Papal Council for the Family, provides a dictionary of terms (such as gender, homosexuality, and homophobia) that the Vatican has found problematic in their use. This essay discusses implications as well as the consequences if the Lexicon is adopted as a reference textbook by educators or used in parochial and public schools and details Italian activists'challenge to its use and sale. The authors conclude by raising questions on the freedom of speech and the role of education and educators in reducing prejudice and encouraging greater tolerance.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"257 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":"125913332","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 examined mental health outcomes for samesex attracted youth with a Christian background based on their differential internalization of attitudes toward homosexuality and gay issues that are socialized by most major Christian denominations. Data from 339 young men and 56 young women ages 13–25 who participated in the OutProud/Oasis Internet Survey of Queer and Questioning Youth were analyzed. In comparison to those who reported “no conflict” between their religious and sexual identities, youth who did not adopt a lesbian/gay/bisexual identity and believed change in sexual orientation is possible had higher internalized homophobia. Those who left Christianity and had difficulty believing God loves them had both higher internalized homophobia and poorer mental health. Responses from youth who resolved or ignored the conflict were not significantly different from those who experienced no conflict.
{"title":"Reconciling Christianity and Positive Non-Heterosexual Identity in Adolescence, with Implications for Psychological Well-Being","authors":"Geoffrey L. Ream, ritch c. savin-williams","doi":"10.1300/J367v02n03_03","DOIUrl":"https://doi.org/10.1300/J367v02n03_03","url":null,"abstract":"ABSTRACT The study examined mental health outcomes for samesex attracted youth with a Christian background based on their differential internalization of attitudes toward homosexuality and gay issues that are socialized by most major Christian denominations. Data from 339 young men and 56 young women ages 13–25 who participated in the OutProud/Oasis Internet Survey of Queer and Questioning Youth were analyzed. In comparison to those who reported “no conflict” between their religious and sexual identities, youth who did not adopt a lesbian/gay/bisexual identity and believed change in sexual orientation is possible had higher internalized homophobia. Those who left Christianity and had difficulty believing God loves them had both higher internalized homophobia and poorer mental health. Responses from youth who resolved or ignored the conflict were not significantly different from those who experienced no conflict.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"42 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":"126917317","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 evolution of queer youth programs from 1966 to 2003 has been influenced by sexual ideologies (essentialism, existential constructivism, critical theory, gay liberation, and queer theory) that shape how groups address membership, participants' roles, understandings of sexual identities, coming-out, and ways of contesting homophobia. Group types (given with starting dates) include: radical grassroots groups (1966), advocating revolutionary change, community-based programs (1970s), offering emotional support and social services; school-based counseling programs (1984) countering victimization and harassment induced by homophobia; alternative schools (1985), providing separate and safe educational environments; Gay-Straight Alliances (GSAs) (circa 1989), encouraging the integration of all students; online forums (1990s) where anonymous dialogue reflects the diverse views of an ever-shifting membership; and at least one anti-homophobia education group (1993), supporting critical and queer discourse. The remarkable history of queer youth groups reveals evolving and divergent understandings of sexuality shaping how youth-as gay liberationists, clients, and activists-have worked to counter isolation, achieve personal or political change, and define sexual identities.
{"title":"Liberationists, Clients, Activists: Queer Youth Organizing, 1966–2003","authors":"S. Cohen","doi":"10.1300/J367v02n03_06","DOIUrl":"https://doi.org/10.1300/J367v02n03_06","url":null,"abstract":"ABSTRACT The evolution of queer youth programs from 1966 to 2003 has been influenced by sexual ideologies (essentialism, existential constructivism, critical theory, gay liberation, and queer theory) that shape how groups address membership, participants' roles, understandings of sexual identities, coming-out, and ways of contesting homophobia. Group types (given with starting dates) include: radical grassroots groups (1966), advocating revolutionary change, community-based programs (1970s), offering emotional support and social services; school-based counseling programs (1984) countering victimization and harassment induced by homophobia; alternative schools (1985), providing separate and safe educational environments; Gay-Straight Alliances (GSAs) (circa 1989), encouraging the integration of all students; online forums (1990s) where anonymous dialogue reflects the diverse views of an ever-shifting membership; and at least one anti-homophobia education group (1993), supporting critical and queer discourse. The remarkable history of queer youth groups reveals evolving and divergent understandings of sexuality shaping how youth-as gay liberationists, clients, and activists-have worked to counter isolation, achieve personal or political change, and define sexual identities.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"31 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":"121534111","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}
During the mid-to-late 1980s, I researched lesbian and gay youth in what would become Growing up Gay in the South. Focusing on a baker’s dozen of “sexual rebels,” my ethnographic case studies ran the gamut of challenges faced by queer youth (that phrase, of course, was not in vogue at the time). There was Malcolm, who suffered from his father’s physical and verbal abuse, the raging conflict between his father and mother, their religious fanaticism, and the repression of homosexual feelings. Malcolm seriously considered suicide on multiple occasions, as did two-thirds of this sample. Then there was Everetta, who not only attempted suicide but, like forty percent of the sample, also used alcohol and drugs regularly. Harassed by her peers and rebuffed by her would-be sweetheart, she was one of the few to have found a supportive teacher and a knowledgeable school district psychologist. A majority of the entire sample, as adolescents and young adults, reported feeling isolated, fearing being discovered or coming out, having low self-esteem, being harassed because they were “different,” often wishing they were someone else, and wanting to leave home on many an occasion. These data and the young adult narratives that accompany them fit the profile of the “gay teen” that has emerged during the past two de-
{"title":"Queer Praxis","authors":"D. Goltz, Jason Zingsheim","doi":"10.1300/j367v02n03_01","DOIUrl":"https://doi.org/10.1300/j367v02n03_01","url":null,"abstract":"During the mid-to-late 1980s, I researched lesbian and gay youth in what would become Growing up Gay in the South. Focusing on a baker’s dozen of “sexual rebels,” my ethnographic case studies ran the gamut of challenges faced by queer youth (that phrase, of course, was not in vogue at the time). There was Malcolm, who suffered from his father’s physical and verbal abuse, the raging conflict between his father and mother, their religious fanaticism, and the repression of homosexual feelings. Malcolm seriously considered suicide on multiple occasions, as did two-thirds of this sample. Then there was Everetta, who not only attempted suicide but, like forty percent of the sample, also used alcohol and drugs regularly. Harassed by her peers and rebuffed by her would-be sweetheart, she was one of the few to have found a supportive teacher and a knowledgeable school district psychologist. A majority of the entire sample, as adolescents and young adults, reported feeling isolated, fearing being discovered or coming out, having low self-esteem, being harassed because they were “different,” often wishing they were someone else, and wanting to leave home on many an occasion. These data and the young adult narratives that accompany them fit the profile of the “gay teen” that has emerged during the past two de-","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"17 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":"126476630","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 research about HIV among gay youth focuses on HIV risk behaviors. Many of the studies of gay youth are also driven by a deficit model of development. Scholars have argued that such deficit models may be contributing to their stigmatization while ignoring their resiliency. This article focuses attention on a subset of the sexual stories told by young gay men as part of the Sexual Stores Project. The twenty Anglo and twenty Latino young gay men, ages 18–24, were drawn using a snowball sampling procedure within each ethnic group. Analyses of these semi-structured interviews allow for examinations of these young gay men's safe sex accounts and their experiences in sex education at school. Recommendations for meaningful and relevant HIV prevention sex education guided by “Gay-boy” talk are provided.
{"title":"Safer Sex Stories Told by Young Gay Men: Building on Resiliency Through Gay-Boy Talk","authors":"M. Mutchler, G. Ayala, Katie L. Neith","doi":"10.1300/J367v02n03_04","DOIUrl":"https://doi.org/10.1300/J367v02n03_04","url":null,"abstract":"ABSTRACT Most research about HIV among gay youth focuses on HIV risk behaviors. Many of the studies of gay youth are also driven by a deficit model of development. Scholars have argued that such deficit models may be contributing to their stigmatization while ignoring their resiliency. This article focuses attention on a subset of the sexual stories told by young gay men as part of the Sexual Stores Project. The twenty Anglo and twenty Latino young gay men, ages 18–24, were drawn using a snowball sampling procedure within each ethnic group. Analyses of these semi-structured interviews allow for examinations of these young gay men's safe sex accounts and their experiences in sex education at school. Recommendations for meaningful and relevant HIV prevention sex education guided by “Gay-boy” talk are provided.","PeriodicalId":213902,"journal":{"name":"Journal of Gay & Lesbian Issues in Education","volume":"104 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":"125243579","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 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":"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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：