Pub Date : 2022-05-27DOI: 10.1080/19361653.2022.2077883
Dan Delmonaco, Oliver L. Haimson
Abstract Lesbian, gay, bisexual, transgender, queer, questioning, and non-cisgender or non-heterosexual (LGBTQ+) youth (ages 15 to 25) in the United States often struggle to access relevant and comprehensive sexual health information. LGBTQ + youth rely on the internet, particularly social media, as an information resource. We interviewed 17 LGBTQ + youth about their online sexual health information seeking experiences to understand the specific role of social media in meeting their sexual health information needs. We present two main findings: 1. LGBTQ + youth occupy existing online spaces unrelated to sexual health in explicit ways but they are exposed to relevant sexual health topics and inspired to undertake more intentional online sexual health information seeking; 2. Social media facilitates the sharing of lived experiences in the context of sexual health information seeking which makes it a desirable resource for LGBTQ + youth. We discuss implications for these findings in the development of sexual health information resources inclusive of LGBTQ + youth and their experiences.
{"title":"“Nothing that I was specifically looking for”: LGBTQ + youth and intentional sexual health information seeking","authors":"Dan Delmonaco, Oliver L. Haimson","doi":"10.1080/19361653.2022.2077883","DOIUrl":"https://doi.org/10.1080/19361653.2022.2077883","url":null,"abstract":"Abstract Lesbian, gay, bisexual, transgender, queer, questioning, and non-cisgender or non-heterosexual (LGBTQ+) youth (ages 15 to 25) in the United States often struggle to access relevant and comprehensive sexual health information. LGBTQ + youth rely on the internet, particularly social media, as an information resource. We interviewed 17 LGBTQ + youth about their online sexual health information seeking experiences to understand the specific role of social media in meeting their sexual health information needs. We present two main findings: 1. LGBTQ + youth occupy existing online spaces unrelated to sexual health in explicit ways but they are exposed to relevant sexual health topics and inspired to undertake more intentional online sexual health information seeking; 2. Social media facilitates the sharing of lived experiences in the context of sexual health information seeking which makes it a desirable resource for LGBTQ + youth. We discuss implications for these findings in the development of sexual health information resources inclusive of LGBTQ + youth and their experiences.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"818 - 835"},"PeriodicalIF":2.4,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574626","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}
Pub Date : 2022-05-22DOI: 10.1080/19361653.2022.2077274
J. Sligo, Tabby Besley, A. Ker, K. Nairn
Abstract Lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ)+ (rainbow) young people are more likely to volunteer and join activist groups than other young people, and many engage in rainbow activism. Though activism stems from the desire to make the world a better place, it can have negative consequences for people’s well-being, particularly for minority groups, because activism related to personal issues is more likely to cause burnout. In this article we identify the characteristics of InsideOUT Kōaro, a rainbow activist group that responded to this risk and set in place a culture of care to support members’ well-being. This work draws on data from collaborative research with 14 young volunteers and staff within the organization. The group’s culture of care was founded in the values of care, empathy, respect, and responsiveness to the Aotearoa/New Zealand context. Inclusion, acceptance, and community were actively fostered to create a microcosm of the group’s vision for broader society. The organization’s structures and systems are theorized in this article with ethics of care principles and the concept of prefigurative praxis.
{"title":"Creating a culture of care to support rainbow activists’ well-being: an exemplar from Aotearoa/New Zealand","authors":"J. Sligo, Tabby Besley, A. Ker, K. Nairn","doi":"10.1080/19361653.2022.2077274","DOIUrl":"https://doi.org/10.1080/19361653.2022.2077274","url":null,"abstract":"Abstract Lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ)+ (rainbow) young people are more likely to volunteer and join activist groups than other young people, and many engage in rainbow activism. Though activism stems from the desire to make the world a better place, it can have negative consequences for people’s well-being, particularly for minority groups, because activism related to personal issues is more likely to cause burnout. In this article we identify the characteristics of InsideOUT Kōaro, a rainbow activist group that responded to this risk and set in place a culture of care to support members’ well-being. This work draws on data from collaborative research with 14 young volunteers and staff within the organization. The group’s culture of care was founded in the values of care, empathy, respect, and responsiveness to the Aotearoa/New Zealand context. Inclusion, acceptance, and community were actively fostered to create a microcosm of the group’s vision for broader society. The organization’s structures and systems are theorized in this article with ethics of care principles and the concept of prefigurative praxis.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"502 - 523"},"PeriodicalIF":2.4,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49010456","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}
Pub Date : 2022-05-18DOI: 10.1080/19361653.2022.2076182
Julia Sinclair-Palm, Kit Chokly
Abstract Deadname is a term used to describe the name a trans person is given at birth and is a taboo topic in many trans communities. Research highlights the importance of using the chosen name of a trans person and the complex relationship young trans people have to their name(s). Drawing on interviews with young trans people in Canada and Australia, we explore the narratives they share about their relationship to their name given at birth. Through a theoretical framework that recognizes the importance of complex and even contradictory narratives in young trans people’s lives, we examine their narratives about their relationship to their name given at birth. We find that more nuance is needed to understand the significance of the words ‘deadname’ and ‘deadnaming’ in young trans people’s lives. We can all better support young trans people by recognizing they have diverse experiences and relationships to their name given at birth. We consider what this looks like when applied to educational and medical spaces.
{"title":"‘It’s a giant faux pas’: exploring young trans people’s beliefs about deadnaming and the term deadname","authors":"Julia Sinclair-Palm, Kit Chokly","doi":"10.1080/19361653.2022.2076182","DOIUrl":"https://doi.org/10.1080/19361653.2022.2076182","url":null,"abstract":"Abstract Deadname is a term used to describe the name a trans person is given at birth and is a taboo topic in many trans communities. Research highlights the importance of using the chosen name of a trans person and the complex relationship young trans people have to their name(s). Drawing on interviews with young trans people in Canada and Australia, we explore the narratives they share about their relationship to their name given at birth. Through a theoretical framework that recognizes the importance of complex and even contradictory narratives in young trans people’s lives, we examine their narratives about their relationship to their name given at birth. We find that more nuance is needed to understand the significance of the words ‘deadname’ and ‘deadnaming’ in young trans people’s lives. We can all better support young trans people by recognizing they have diverse experiences and relationships to their name given at birth. We consider what this looks like when applied to educational and medical spaces.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"370 - 389"},"PeriodicalIF":2.4,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41324082","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}
Pub Date : 2022-05-17DOI: 10.1080/19361653.2022.2076181
M. J. Ellul
Although there are many teaching resources to help educators understand the reality of LGBTQ families and their children, Tara Goldstein’s newest book, constructed on the narratives of such families and their experiences, struggles, and successes, has a lot to teach us on how to create an educational system that is more just and equitable. During the past two academic years I have sought to incorporate content on LGBTQ families and children in a study unit on sexuality and the curriculum at the University of Malta, which unit is intended for preschool teachers and Learning Support Educators. To this end, Goldstein’s book, Our Children Are Your Students: LGBTQ Families Speak Out (2021), has proven extremely informative and accessible to discuss aspects of this often neglected element in pedagogy. Goldstein is professor on Gender, Sexuality and Schooling at the Ontario Institute for the Studies in Education of the University of Toronto. She is also an ethnographer and a play writer. The book features discussions from thirty-seven interviews that Tara Goldstein and her team conducted between 2014 and 2020 with LGBTQ families. Goldstein’s book is divided into five chapters. In the first chapter, titled ‘From Anonymity to Testimony and Autobiography’ Goldstein departs from an explanation why the inclusion of LGBTQ parents is a matter of human rights, while ideologically locating cycles of oppression and discrimination within individual and institutional practices which need to be countered through experiences (p. 19). Goldstein used to endorse a pedagogy of anonymity, one which allowed her to break the silences of homophobia and transphobia in the classroom by encouraging students to express themselves ‘through anonymous response writing’ (p. 123). This eventually led her to develop a pedagogy of testimony and autobiography, the former being ‘the stories people tell about their experiences [and] linked to a group or community experiencing marginalization and oppression’ (Crosby & Brinton, 2019, p. 233). These stories were autobiographies when they were not communally linked (Goldstein, 2021, p. 22). More multimodal in style, the second chapter of the book is titled ‘This is our Family: A Verbatim Theatre Piece’ and consists of a play with twenty-one scenes of monologue and dialogue, a series of projected images, and three original songs by team member Kate Reid (p. 41). Ryan, one of the actors in the play, conveys the narrative intentions clearly when he says that ‘[t]hrough this play, each of us are embodying people of different backgrounds, nations, identities and experiences that are not their own.’ Thus, ‘polyfidelitous’ families with three or more parents (p. 51) are protagonists in Scene 1, while Scene 3 speaks of the importance to be ‘constantly
{"title":"Our children are your students: LGBTQ families speak out","authors":"M. J. Ellul","doi":"10.1080/19361653.2022.2076181","DOIUrl":"https://doi.org/10.1080/19361653.2022.2076181","url":null,"abstract":"Although there are many teaching resources to help educators understand the reality of LGBTQ families and their children, Tara Goldstein’s newest book, constructed on the narratives of such families and their experiences, struggles, and successes, has a lot to teach us on how to create an educational system that is more just and equitable. During the past two academic years I have sought to incorporate content on LGBTQ families and children in a study unit on sexuality and the curriculum at the University of Malta, which unit is intended for preschool teachers and Learning Support Educators. To this end, Goldstein’s book, Our Children Are Your Students: LGBTQ Families Speak Out (2021), has proven extremely informative and accessible to discuss aspects of this often neglected element in pedagogy. Goldstein is professor on Gender, Sexuality and Schooling at the Ontario Institute for the Studies in Education of the University of Toronto. She is also an ethnographer and a play writer. The book features discussions from thirty-seven interviews that Tara Goldstein and her team conducted between 2014 and 2020 with LGBTQ families. Goldstein’s book is divided into five chapters. In the first chapter, titled ‘From Anonymity to Testimony and Autobiography’ Goldstein departs from an explanation why the inclusion of LGBTQ parents is a matter of human rights, while ideologically locating cycles of oppression and discrimination within individual and institutional practices which need to be countered through experiences (p. 19). Goldstein used to endorse a pedagogy of anonymity, one which allowed her to break the silences of homophobia and transphobia in the classroom by encouraging students to express themselves ‘through anonymous response writing’ (p. 123). This eventually led her to develop a pedagogy of testimony and autobiography, the former being ‘the stories people tell about their experiences [and] linked to a group or community experiencing marginalization and oppression’ (Crosby & Brinton, 2019, p. 233). These stories were autobiographies when they were not communally linked (Goldstein, 2021, p. 22). More multimodal in style, the second chapter of the book is titled ‘This is our Family: A Verbatim Theatre Piece’ and consists of a play with twenty-one scenes of monologue and dialogue, a series of projected images, and three original songs by team member Kate Reid (p. 41). Ryan, one of the actors in the play, conveys the narrative intentions clearly when he says that ‘[t]hrough this play, each of us are embodying people of different backgrounds, nations, identities and experiences that are not their own.’ Thus, ‘polyfidelitous’ families with three or more parents (p. 51) are protagonists in Scene 1, while Scene 3 speaks of the importance to be ‘constantly","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"742 - 745"},"PeriodicalIF":2.4,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44542423","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}
Pub Date : 2022-05-14DOI: 10.1080/19361653.2022.2075516
R. Qureshi, Peijia Zha, Sallie Porter
Abstract Historically, sexual and gender minority populations may have faced multiple Adverse Childhood Experiences (ACEs) and their utilization of preventive healthcare is low. However, sociocultural changes in attitudes and policies affecting sexual and gender minority populations signal their broader societal acceptance. We examined the prevalence of ACEs among sexual and gender minority populations belonging to Generation Z (those born between 1990-early 2000s) and their utilization of preventive healthcare to identify areas for health promotion. We used the Philadelphia Expanded ACEs questionnaire as well as questions about demographics and preventive healthcare use in a cross-sectional online survey design. The participants (n = 160) were chiefly female (n = 105, 65.6%) and bisexual (n = 51, 31.9%), while gender non-binary comprised 10.6% (n = 17). Most (93.75%, n = 150) participants reported three or more ACEs. ACEs were significantly associated with preventive healthcare use (p = 0.02). Higher prevalence of ACEs was associated with a 0.05 reduction in preventive healthcare utilization. Despite protective factors such as a comparatively advantaged background (based on their annual household income), health insurance, and college education, high ACEs, sexual orientation, and gender identity remained significantly associated with low utilization of preventive healthcare.
{"title":"Adverse childhood experiences and utilization of preventive healthcare among Generation Z sexual and gender minorities","authors":"R. Qureshi, Peijia Zha, Sallie Porter","doi":"10.1080/19361653.2022.2075516","DOIUrl":"https://doi.org/10.1080/19361653.2022.2075516","url":null,"abstract":"Abstract Historically, sexual and gender minority populations may have faced multiple Adverse Childhood Experiences (ACEs) and their utilization of preventive healthcare is low. However, sociocultural changes in attitudes and policies affecting sexual and gender minority populations signal their broader societal acceptance. We examined the prevalence of ACEs among sexual and gender minority populations belonging to Generation Z (those born between 1990-early 2000s) and their utilization of preventive healthcare to identify areas for health promotion. We used the Philadelphia Expanded ACEs questionnaire as well as questions about demographics and preventive healthcare use in a cross-sectional online survey design. The participants (n = 160) were chiefly female (n = 105, 65.6%) and bisexual (n = 51, 31.9%), while gender non-binary comprised 10.6% (n = 17). Most (93.75%, n = 150) participants reported three or more ACEs. ACEs were significantly associated with preventive healthcare use (p = 0.02). Higher prevalence of ACEs was associated with a 0.05 reduction in preventive healthcare utilization. Despite protective factors such as a comparatively advantaged background (based on their annual household income), health insurance, and college education, high ACEs, sexual orientation, and gender identity remained significantly associated with low utilization of preventive healthcare.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"882 - 895"},"PeriodicalIF":2.4,"publicationDate":"2022-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47206965","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}
Pub Date : 2022-05-09DOI: 10.1080/19361653.2022.2071791
Roberto L. Abreu, G. T. Lefevor, Kirsten A. Gonzalez, Aldo M. Barrita, R. Watson
Abstract Sexual and gender minority (SGM) youth of color—in particular Latinx SGM youth—experience higher incidents of bullying compared to heterosexual and cisgender White youth. These disparities oftentimes explain increased negative mental health outcomes, such as depression. Parental acceptance may be a particularly important buffer to the effects of bullying on negative mental health outcomes among Latinx SGM youth. In a sample of 1,005 Latinx SGM youth (ages 13-17), we assessed: (a) the prevalence of parental acceptance and bullying, (b) the influence of bullying on depression, and (c) whether the relationship between bullying and depression was moderated by parental acceptance. Results showed that, on average, Latinx SGM youth reported rarely experiencing parental acceptance, frequently experiencing symptoms of depression, and frequently being bullied. Findings revealed that parental acceptance and bullying were significantly related to depression. Furthermore, there was no interaction between parental acceptance and bullying on depression. Findings have implications for how different Latinx cultural values may be further considered to better understand Latinx SGM youth’s perception of their parental figure’s acceptance of their sexual and gender identity and its role on bullying and depression.
{"title":"Bullying, depression, and parental acceptance in a sample of Latinx sexual and gender minority youth","authors":"Roberto L. Abreu, G. T. Lefevor, Kirsten A. Gonzalez, Aldo M. Barrita, R. Watson","doi":"10.1080/19361653.2022.2071791","DOIUrl":"https://doi.org/10.1080/19361653.2022.2071791","url":null,"abstract":"Abstract Sexual and gender minority (SGM) youth of color—in particular Latinx SGM youth—experience higher incidents of bullying compared to heterosexual and cisgender White youth. These disparities oftentimes explain increased negative mental health outcomes, such as depression. Parental acceptance may be a particularly important buffer to the effects of bullying on negative mental health outcomes among Latinx SGM youth. In a sample of 1,005 Latinx SGM youth (ages 13-17), we assessed: (a) the prevalence of parental acceptance and bullying, (b) the influence of bullying on depression, and (c) whether the relationship between bullying and depression was moderated by parental acceptance. Results showed that, on average, Latinx SGM youth reported rarely experiencing parental acceptance, frequently experiencing symptoms of depression, and frequently being bullied. Findings revealed that parental acceptance and bullying were significantly related to depression. Furthermore, there was no interaction between parental acceptance and bullying on depression. Findings have implications for how different Latinx cultural values may be further considered to better understand Latinx SGM youth’s perception of their parental figure’s acceptance of their sexual and gender identity and its role on bullying and depression.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"585 - 602"},"PeriodicalIF":2.4,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47719105","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}
Pub Date : 2022-05-05DOI: 10.1080/19361653.2022.2071789
S. Tan, Cindy Weisbart
Abstract The complexities of developing and disclosing multiple, marginalized, minority identities is theoretically recognized by Minority Stress Theory and the concept of intersectionality; however, the experiences of people living at these intersections, such as Asian transgender youth, are under-examined. Consequently, they remain a largely erased community, often excluded from the research and services that are assumed to include them. The present study attempted to ameliorate this erasure by examining the coming out experiences of eight Asian-Canadian transgender youth. Interpretative phenomenological analysis (IPA) was utilized from Minority Stress Theory and intersectional perspectives to advance understanding of their coming out experiences and the contexts that maintain their marginalization. Semi-structured individual interviews elicited three themes: (a) Maintaining Family Cohesion; (b) Experiencing Adultism; and (c) Creating Community. Implications for service provision and future research are discussed with emphasis on attending to their whole personhood, which necessarily includes the individual, their community, and the systemic structures that perpetuate oppression.
{"title":"‘I’m me, and I’m Chinese and also transgender’: coming out complexities of Asian-Canadian transgender youth","authors":"S. Tan, Cindy Weisbart","doi":"10.1080/19361653.2022.2071789","DOIUrl":"https://doi.org/10.1080/19361653.2022.2071789","url":null,"abstract":"Abstract The complexities of developing and disclosing multiple, marginalized, minority identities is theoretically recognized by Minority Stress Theory and the concept of intersectionality; however, the experiences of people living at these intersections, such as Asian transgender youth, are under-examined. Consequently, they remain a largely erased community, often excluded from the research and services that are assumed to include them. The present study attempted to ameliorate this erasure by examining the coming out experiences of eight Asian-Canadian transgender youth. Interpretative phenomenological analysis (IPA) was utilized from Minority Stress Theory and intersectional perspectives to advance understanding of their coming out experiences and the contexts that maintain their marginalization. Semi-structured individual interviews elicited three themes: (a) Maintaining Family Cohesion; (b) Experiencing Adultism; and (c) Creating Community. Implications for service provision and future research are discussed with emphasis on attending to their whole personhood, which necessarily includes the individual, their community, and the systemic structures that perpetuate oppression.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"326 - 352"},"PeriodicalIF":2.4,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43293986","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}
Pub Date : 2022-05-05DOI: 10.1080/19361653.2022.2070813
Stephanie Baione, Yiming Lyu, A. Reinert, Jessica Roberts
Abstract Individuals who identify as LGBTQ+, particularly transgender individuals, face unique challenges on college campuses, and these challenges are further exacerbated by Greek Life, a college sub-community founded on gender. LGBTQ + training and educational materials exist on many college campuses but fail to reach the entire Greek student body due to optional attendance and limited motivation in Greek circles. This paper presents findings from a year-long human-computer interaction study examining one university’s Greek environment in which we employ participatory design to create a prototype for a mobile educational platform, called ‘Crossroads,’ that is more accessible to cisgender Greek students. Crossroads is characterized by short lessons with follow-up reinforcement challenges, and results suggest that it has a positive effect on participants, enables longevity of learning, and relieves the burden of educating from transgender and nonbinary individuals.
{"title":"Crossroads: a transgender education platform for Greek life students","authors":"Stephanie Baione, Yiming Lyu, A. Reinert, Jessica Roberts","doi":"10.1080/19361653.2022.2070813","DOIUrl":"https://doi.org/10.1080/19361653.2022.2070813","url":null,"abstract":"Abstract Individuals who identify as LGBTQ+, particularly transgender individuals, face unique challenges on college campuses, and these challenges are further exacerbated by Greek Life, a college sub-community founded on gender. LGBTQ + training and educational materials exist on many college campuses but fail to reach the entire Greek student body due to optional attendance and limited motivation in Greek circles. This paper presents findings from a year-long human-computer interaction study examining one university’s Greek environment in which we employ participatory design to create a prototype for a mobile educational platform, called ‘Crossroads,’ that is more accessible to cisgender Greek students. Crossroads is characterized by short lessons with follow-up reinforcement challenges, and results suggest that it has a positive effect on participants, enables longevity of learning, and relieves the burden of educating from transgender and nonbinary individuals.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"680 - 704"},"PeriodicalIF":2.4,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532597","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}
Pub Date : 2022-04-28DOI: 10.1080/19361653.2022.2063218
Marieke Kroneman, W. Admiraal, Yvonne Kleistra
Abstract Peer education regarding respect for LGB individuals can be understood as citizenship education with a specific content. Students who participate in an intervention to increase respect for sexual and gender minorities may also increase their general citizenship competences. Also, participation in such an intervention may strengthen students’ awareness of the relationship between reflections on citizenship and attitudes toward LGB people. A peer educator intervention on sexual and gender minorities was implemented in pre-vocational secondary education by peer educators and 13 to 17 years old students. We examined the impact on attitudes toward LGB peers with a one-group pretest post-test design, and also used this method to examine reflections on acting as a democratic citizen. We found one significant (positive) correlation between a positive judgment of LGB peers and reflection on acting in a socially responsible manner, which was one of the three democratic citizenship reflection scales we used. No effects were found on either attitudes toward LGB peers or reflection on acting as a democratic citizen. Peer education that is more integrated into the daily social practice of students may increase impact.
{"title":"Attitudes toward LGB peers and students’ citizenship competences: peer education for a double purpose?","authors":"Marieke Kroneman, W. Admiraal, Yvonne Kleistra","doi":"10.1080/19361653.2022.2063218","DOIUrl":"https://doi.org/10.1080/19361653.2022.2063218","url":null,"abstract":"Abstract Peer education regarding respect for LGB individuals can be understood as citizenship education with a specific content. Students who participate in an intervention to increase respect for sexual and gender minorities may also increase their general citizenship competences. Also, participation in such an intervention may strengthen students’ awareness of the relationship between reflections on citizenship and attitudes toward LGB people. A peer educator intervention on sexual and gender minorities was implemented in pre-vocational secondary education by peer educators and 13 to 17 years old students. We examined the impact on attitudes toward LGB peers with a one-group pretest post-test design, and also used this method to examine reflections on acting as a democratic citizen. We found one significant (positive) correlation between a positive judgment of LGB peers and reflection on acting in a socially responsible manner, which was one of the three democratic citizenship reflection scales we used. No effects were found on either attitudes toward LGB peers or reflection on acting as a democratic citizen. Peer education that is more integrated into the daily social practice of students may increase impact.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"481 - 501"},"PeriodicalIF":2.4,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46447861","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}
Pub Date : 2022-04-20DOI: 10.1080/19361653.2022.2061669
A. Cosma, András Költő, H. Young, E. Thorsteinsson, E. Godeau, E. Saewyc, S. Nic Gabhainn
Abstract Sexual minority youth are at greater risk for bullying victimization than their heterosexual peers but data on perpetration and cybervictimization is limited. Using representative data from seven European countries and one region (N = 14,545), this study compared traditional bullying victimization and perpetration, and cyberbullying victimization among 15-year-old adolescents who reported ever being in love with same- or both- gender peers (sexual minority) versus opposite-gender peers (non-minority). Adolescents who have never been in love and non-respondents were also included. Analyses were stratified by gender and adjusted for country/region and family affluence. Compared to those attracted to opposite-gender peers, traditional bullying perpetration was more likely to be reported by both-gender attracted girls, while bullying victimization was more likely to be reported by both-gender attracted girls and both- and same-gender attracted boys. All sexual minority youth were more likely to report cybervictimization compared to their non-minority peers. Adolescents who have never been in love reported lower levels of bullying involvement than all other youth. Sexual minority stigma may contribute to higher risk of bullying involvement among adolescents. Interventions need to specifically address bullying involvement and associated health risks of sexual minority youth. Available evidence shows that explicit school policies and interventions tailored to local settings are particularly effective.
{"title":"Romantic love and involvement in bullying and cyberbullying in 15-year-old adolescents from eight European countries and regions","authors":"A. Cosma, András Költő, H. Young, E. Thorsteinsson, E. Godeau, E. Saewyc, S. Nic Gabhainn","doi":"10.1080/19361653.2022.2061669","DOIUrl":"https://doi.org/10.1080/19361653.2022.2061669","url":null,"abstract":"Abstract Sexual minority youth are at greater risk for bullying victimization than their heterosexual peers but data on perpetration and cybervictimization is limited. Using representative data from seven European countries and one region (N = 14,545), this study compared traditional bullying victimization and perpetration, and cyberbullying victimization among 15-year-old adolescents who reported ever being in love with same- or both- gender peers (sexual minority) versus opposite-gender peers (non-minority). Adolescents who have never been in love and non-respondents were also included. Analyses were stratified by gender and adjusted for country/region and family affluence. Compared to those attracted to opposite-gender peers, traditional bullying perpetration was more likely to be reported by both-gender attracted girls, while bullying victimization was more likely to be reported by both-gender attracted girls and both- and same-gender attracted boys. All sexual minority youth were more likely to report cybervictimization compared to their non-minority peers. Adolescents who have never been in love reported lower levels of bullying involvement than all other youth. Sexual minority stigma may contribute to higher risk of bullying involvement among adolescents. Interventions need to specifically address bullying involvement and associated health risks of sexual minority youth. Available evidence shows that explicit school policies and interventions tailored to local settings are particularly effective.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"33 - 54"},"PeriodicalIF":2.4,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43981687","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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