Pub Date : 2022-11-10DOI: 10.1080/19361653.2022.2139788
Ted Handler, M. Merchant, C. Guzik, Shelby Chen, Nathaniel Kralik, A. Ojo, E. Zaritsky
{"title":"Diagnosis and time to treatment for pediatric patients with gender dysphoria","authors":"Ted Handler, M. Merchant, C. Guzik, Shelby Chen, Nathaniel Kralik, A. Ojo, E. Zaritsky","doi":"10.1080/19361653.2022.2139788","DOIUrl":"https://doi.org/10.1080/19361653.2022.2139788","url":null,"abstract":"","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46170485","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 : 2022-10-20DOI: 10.1080/19361653.2022.2134253
Sophie Jones, T. Patel
Abstract Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) young people are subject to high rates of sexual violence globally, significantly impacting their lives and psychological wellbeing. However, service use for sexual violence support is low for LGBTQ+ groups and there is no current research exploring LGBTQ+ young peoples’ experiences and perspectives of support services in the UK. To understand service utilisation for LGBTQ+ young people who have experienced sexual violence, a mixed methods exploration of survey data (N = 36) and individual interviews (N = 7) was conducted with LGBTQ+ young people aged 16–25. Participants reported a high prevalence of multiple types of sexual violence (e.g., 86.11% subject to sexual assault) and low reporting to any service (30.56%). Content analysis identified interpersonal, service, and sociocultural factors that limit service utilisation and sexual violence reporting. Two themes were identified through thematic analysis: ‘safety and acceptance’ which discussed participants’ positive experiences of services, and the theme ‘services as hard to reach’ explored how discrimination, heteronormativity, and victim-blaming impacted service accessibility. Implications for best practice for services supporting LGBTQ+ young people subject to sexual violence are discussed and a model is presented to address service utilisation.
{"title":"Inaccessible and stigmatizing: LGBTQ+ youth perspectives of services and sexual violence","authors":"Sophie Jones, T. Patel","doi":"10.1080/19361653.2022.2134253","DOIUrl":"https://doi.org/10.1080/19361653.2022.2134253","url":null,"abstract":"Abstract Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) young people are subject to high rates of sexual violence globally, significantly impacting their lives and psychological wellbeing. However, service use for sexual violence support is low for LGBTQ+ groups and there is no current research exploring LGBTQ+ young peoples’ experiences and perspectives of support services in the UK. To understand service utilisation for LGBTQ+ young people who have experienced sexual violence, a mixed methods exploration of survey data (N = 36) and individual interviews (N = 7) was conducted with LGBTQ+ young people aged 16–25. Participants reported a high prevalence of multiple types of sexual violence (e.g., 86.11% subject to sexual assault) and low reporting to any service (30.56%). Content analysis identified interpersonal, service, and sociocultural factors that limit service utilisation and sexual violence reporting. Two themes were identified through thematic analysis: ‘safety and acceptance’ which discussed participants’ positive experiences of services, and the theme ‘services as hard to reach’ explored how discrimination, heteronormativity, and victim-blaming impacted service accessibility. Implications for best practice for services supporting LGBTQ+ young people subject to sexual violence are discussed and a model is presented to address service utilisation.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"632 - 657"},"PeriodicalIF":2.4,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41966991","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 : 2022-10-11DOI: 10.1080/19361653.2022.2132443
Rachel C. Garthe, Agnes Rieger, Jacob Goffnett, Amandeep Kaur, Jesus N. Sarol, Allyson M. Blackburn, Shongha Kim, Jane Hereth, Angie C. Kennedy
Abstract A staggering number of adolescents in the United States report victimization within peer contexts (e.g., physical, verbal, or cyber forms of bullying) and dating relationships (e.g., physical, or psychological abuse from dating partners). However, little research has examined grade-level differences in forms of victimization by gender, inclusive of transgender and gender expansive adolescents. Eighth to twelfth graders (N = 4,464; n = 1,116 per gender identity) from a statewide survey were compared by gender identity and grade on self-reported rates of verbal, physical, and cyber peer victimization, as well as physical and psychological dating violence victimization. A log-binomial regression model was conducted to assess the prevalence ratio of peer and dating violence victimization by grade, and by comparing transgender and gender expansive youth to male and female youth. Across grade levels, transgender and gender expansive youth reported higher levels of victimization compared to male and female youth in those grades. Our results demonstrate that gender minority youth report rates of victimization across adolescence that differ from their male and female peers. This research is critical for moving beyond the gender binary to have more gender responsive and developmental approaches to violence prevention efforts.
{"title":"Grade-level differences of peer and dating victimization among transgender, gender expansive, female, and male adolescents","authors":"Rachel C. Garthe, Agnes Rieger, Jacob Goffnett, Amandeep Kaur, Jesus N. Sarol, Allyson M. Blackburn, Shongha Kim, Jane Hereth, Angie C. Kennedy","doi":"10.1080/19361653.2022.2132443","DOIUrl":"https://doi.org/10.1080/19361653.2022.2132443","url":null,"abstract":"Abstract A staggering number of adolescents in the United States report victimization within peer contexts (e.g., physical, verbal, or cyber forms of bullying) and dating relationships (e.g., physical, or psychological abuse from dating partners). However, little research has examined grade-level differences in forms of victimization by gender, inclusive of transgender and gender expansive adolescents. Eighth to twelfth graders (N = 4,464; n = 1,116 per gender identity) from a statewide survey were compared by gender identity and grade on self-reported rates of verbal, physical, and cyber peer victimization, as well as physical and psychological dating violence victimization. A log-binomial regression model was conducted to assess the prevalence ratio of peer and dating violence victimization by grade, and by comparing transgender and gender expansive youth to male and female youth. Across grade levels, transgender and gender expansive youth reported higher levels of victimization compared to male and female youth in those grades. Our results demonstrate that gender minority youth report rates of victimization across adolescence that differ from their male and female peers. This research is critical for moving beyond the gender binary to have more gender responsive and developmental approaches to violence prevention efforts.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"603 - 631"},"PeriodicalIF":2.4,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48896422","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 : 2022-09-09DOI: 10.1080/19361653.2022.2119188
Scott B. Greenspan, Sam Carr, Ashley C. Woodman, Amy R. Cannava, Yenan Li
Abstract Literature has discussed the intersectionality between autism and transgender and gender diverse (TGD) identities. Research has also identified the importance of protective factors, which are experiences that enhance positive outcomes in the face of potentially negative experiences. This exploratory quantitative survey study seeks to identify school and community-based protective factors that relate to psychological well-being and life satisfaction among 31 TGD Autistic youths between the ages of 13 to 17. The authors utilized adapted and full-forms of validated measures including the KID-SCREEN 27, Brief Multidimensional Students’ Life Satisfaction Survey Peabody Treatment Progress Battery, Adolescent Resilience Questionnaire, Perceived Coronavirus Threat Questionnaire, and Autism-Spectrum Quotient. Results suggest that community connectedness, school support, family availability, and self-identification of sexual orientation as queer were identified as protective factors. Implications for research and practice are discussed.
{"title":"Identified protective factors to support psychological well-being among gender diverse autistic youth","authors":"Scott B. Greenspan, Sam Carr, Ashley C. Woodman, Amy R. Cannava, Yenan Li","doi":"10.1080/19361653.2022.2119188","DOIUrl":"https://doi.org/10.1080/19361653.2022.2119188","url":null,"abstract":"Abstract Literature has discussed the intersectionality between autism and transgender and gender diverse (TGD) identities. Research has also identified the importance of protective factors, which are experiences that enhance positive outcomes in the face of potentially negative experiences. This exploratory quantitative survey study seeks to identify school and community-based protective factors that relate to psychological well-being and life satisfaction among 31 TGD Autistic youths between the ages of 13 to 17. The authors utilized adapted and full-forms of validated measures including the KID-SCREEN 27, Brief Multidimensional Students’ Life Satisfaction Survey Peabody Treatment Progress Battery, Adolescent Resilience Questionnaire, Perceived Coronavirus Threat Questionnaire, and Autism-Spectrum Quotient. Results suggest that community connectedness, school support, family availability, and self-identification of sexual orientation as queer were identified as protective factors. Implications for research and practice are discussed.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"407 - 440"},"PeriodicalIF":2.4,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41932053","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 : 2022-09-04DOI: 10.1080/19361653.2022.2108534
Daniel Akinbolue, J. Raifman, Tanika Day, A. Morgan, S. Mehta, Rosalyn W. Stewart, Mitchell Wharton, S. Kravet, R. Arrington-Sanders
Abstract LGBT youth experience disproportionate rates of mental health diagnoses, including depression and anxiety. Using qualitative interviews of LGBT youth (n = 14) and primary care providers (n = 12), we sought to identify whether mental health discussions with a primary care provider were perceived as overall beneficial. Most LGBT youth felt comfortable being asked about depression, anxiety, or other mental health conditions by their primary care provider. All felt it appropriate to provide this information by survey or tablet. However, youth participants’ comfort depended on feeling connected with and accepted by their provider. Those that did feel comfortable, perceived a benefit when these conversations did happen. Providers unanimously described wanting to address mental health needs in LGBT youth, either in terms of societal advancement, or clinic-based changes. Both LGBT youth and primary care providers appeared to want more mental health discussions during visits. However, more connectedness may be needed to improve willingness to engage in care; and providers may require specific support to successfully fill this need.
{"title":"Qualitative exploration of PCPs’ mental health role for LGBT youth in Baltimore: a socio-ecological lens","authors":"Daniel Akinbolue, J. Raifman, Tanika Day, A. Morgan, S. Mehta, Rosalyn W. Stewart, Mitchell Wharton, S. Kravet, R. Arrington-Sanders","doi":"10.1080/19361653.2022.2108534","DOIUrl":"https://doi.org/10.1080/19361653.2022.2108534","url":null,"abstract":"Abstract LGBT youth experience disproportionate rates of mental health diagnoses, including depression and anxiety. Using qualitative interviews of LGBT youth (n = 14) and primary care providers (n = 12), we sought to identify whether mental health discussions with a primary care provider were perceived as overall beneficial. Most LGBT youth felt comfortable being asked about depression, anxiety, or other mental health conditions by their primary care provider. All felt it appropriate to provide this information by survey or tablet. However, youth participants’ comfort depended on feeling connected with and accepted by their provider. Those that did feel comfortable, perceived a benefit when these conversations did happen. Providers unanimously described wanting to address mental health needs in LGBT youth, either in terms of societal advancement, or clinic-based changes. Both LGBT youth and primary care providers appeared to want more mental health discussions during visits. However, more connectedness may be needed to improve willingness to engage in care; and providers may require specific support to successfully fill this need.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"918 - 939"},"PeriodicalIF":2.4,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43378800","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 : 2022-08-18DOI: 10.1080/19361653.2022.2103609
Irina Schmitt
Abstract The vulnerability of gender nonconforming young people is all too well documented. Arguably, “trans issues” in schools are not restricted to transphobic comments, and need to be analyzed intersectionally. Guided by Lugones’ discussion of the politics of purity read together with the analysis of cisnormativity, this article draws on interviews with Rakel, Robin and Mika, who were part of a larger study with 13 trans and nonbinary young people and young adults in Sweden, the first of its kind in Sweden. It engages their analyses of how schools and teachers express a desire for cisnormative purity in their interactions with gender nonconforming students. Normative whiteness and fat-phobia, as well as adultism and schools’ reluctance in instituting nondiscrimination regulations and policy frameworks into appropriate, affirming and reliable practices, violently affect gender nonconforming young people just as much as schools’ and teachers’ poor knowledge about gender identities. In examining participants’ negotiations with schools, this text reads both cisnormative oppression and gender nonnormative transgression as a condition of a specific moment in the Swedish political landscape marked by the simultaneousness of control and liberation, of imposed cisnormative purity and concurrent negotiation.
{"title":"Transgressing purity: Intersectional negotiations of gender identity in Swedish schools","authors":"Irina Schmitt","doi":"10.1080/19361653.2022.2103609","DOIUrl":"https://doi.org/10.1080/19361653.2022.2103609","url":null,"abstract":"Abstract The vulnerability of gender nonconforming young people is all too well documented. Arguably, “trans issues” in schools are not restricted to transphobic comments, and need to be analyzed intersectionally. Guided by Lugones’ discussion of the politics of purity read together with the analysis of cisnormativity, this article draws on interviews with Rakel, Robin and Mika, who were part of a larger study with 13 trans and nonbinary young people and young adults in Sweden, the first of its kind in Sweden. It engages their analyses of how schools and teachers express a desire for cisnormative purity in their interactions with gender nonconforming students. Normative whiteness and fat-phobia, as well as adultism and schools’ reluctance in instituting nondiscrimination regulations and policy frameworks into appropriate, affirming and reliable practices, violently affect gender nonconforming young people just as much as schools’ and teachers’ poor knowledge about gender identities. In examining participants’ negotiations with schools, this text reads both cisnormative oppression and gender nonnormative transgression as a condition of a specific moment in the Swedish political landscape marked by the simultaneousness of control and liberation, of imposed cisnormative purity and concurrent negotiation.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"93 - 111"},"PeriodicalIF":2.4,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42239228","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 : 2022-07-31DOI: 10.1080/19361653.2022.2104774
Tangela Roberts, Lasonja Roberts, Z. Carpenter, S. Haueisen, Aaron G. Jones, Kathryn Schutte, Tatyana Smith
Abstract While a growing body of literature has been devoted to addressing the lived experiences of LGBTQ+ youth, specific information related to LGBTQ+ youth in rural high schools is a topic in need of more attention. Utilizing the theory of LGBTQ+ minority stress and research specific to rural LGBTQ+ experiences, we explore the experiences of LGBTQ+ identities in rural Midwestern high schools. We investigate how LGBTQ+ students understand themselves and others within the context of their rural Midwestern high school education experiences. Finally, we use minority stress theory to frame rural LGBTQ+ student experiences as distal and proximal stressors related to the location of their minority sexual and gender identity within a rural environment. Interview data from two undergraduate and two graduate students were analyzed using interpretative phenomenological analysis. Participants describe the rural LGBTQ+ student phenomenon as consisting of four major themes: (a) affirmative experiences, (b) antagonistic experiences, (c) antithetical experiences, and (d) engaging in advocacy. Implications for practice, education, and policy are further discussed.
{"title":"Existing in the void: an interpretative phenomenological analysis of rural LGBTQ+ students","authors":"Tangela Roberts, Lasonja Roberts, Z. Carpenter, S. Haueisen, Aaron G. Jones, Kathryn Schutte, Tatyana Smith","doi":"10.1080/19361653.2022.2104774","DOIUrl":"https://doi.org/10.1080/19361653.2022.2104774","url":null,"abstract":"Abstract While a growing body of literature has been devoted to addressing the lived experiences of LGBTQ+ youth, specific information related to LGBTQ+ youth in rural high schools is a topic in need of more attention. Utilizing the theory of LGBTQ+ minority stress and research specific to rural LGBTQ+ experiences, we explore the experiences of LGBTQ+ identities in rural Midwestern high schools. We investigate how LGBTQ+ students understand themselves and others within the context of their rural Midwestern high school education experiences. Finally, we use minority stress theory to frame rural LGBTQ+ student experiences as distal and proximal stressors related to the location of their minority sexual and gender identity within a rural environment. Interview data from two undergraduate and two graduate students were analyzed using interpretative phenomenological analysis. Participants describe the rural LGBTQ+ student phenomenon as consisting of four major themes: (a) affirmative experiences, (b) antagonistic experiences, (c) antithetical experiences, and (d) engaging in advocacy. Implications for practice, education, and policy are further discussed.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"836 - 864"},"PeriodicalIF":2.4,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034084","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 : 2022-07-18DOI: 10.1080/19361653.2022.2092576
Kathleen J. Reed
Abstract Transgender, non-binary, two-spirit, and other gender non-conforming (GNC) youth have been the focus of increasing scholarly attention over the past decade. A scoping review method was applied to this growing body of literature to identify good practices and important themes in conducting research with GNC youth. A body of non-clinical, English-language scholarship was identified utilizing keywords relating to GNC youth, methods, and methodologies via searches in 33 databases, 3 specific journals, and other online sources. These works were then analyzed for good practices, with themes emerging related to institutional review boards (IRBs) and assent/consent, advisory boards and community involvement, recruitment, identity descriptions, adultism, youth agency and voice, intersectionality, knowledge mobilization, and researcher reflexivity.
{"title":"A scoping review of good methodological practices in research involving transgender, non-binary, and two-spirit youth","authors":"Kathleen J. Reed","doi":"10.1080/19361653.2022.2092576","DOIUrl":"https://doi.org/10.1080/19361653.2022.2092576","url":null,"abstract":"Abstract Transgender, non-binary, two-spirit, and other gender non-conforming (GNC) youth have been the focus of increasing scholarly attention over the past decade. A scoping review method was applied to this growing body of literature to identify good practices and important themes in conducting research with GNC youth. A body of non-clinical, English-language scholarship was identified utilizing keywords relating to GNC youth, methods, and methodologies via searches in 33 databases, 3 specific journals, and other online sources. These works were then analyzed for good practices, with themes emerging related to institutional review boards (IRBs) and assent/consent, advisory boards and community involvement, recruitment, identity descriptions, adultism, youth agency and voice, intersectionality, knowledge mobilization, and researcher reflexivity.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"441 - 462"},"PeriodicalIF":2.4,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49445239","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 : 2022-07-08DOI: 10.1080/19361653.2022.2096744
Linda Parker, S. Webb, Jill Chonody
Abstract The bullying of sexual and/or gender minority youth at school is a social violence issue that is ubiquitous in most countries. In line with evidence-based practice, teachers are consistently shown to be a critical component of success when addressing this issue; however, teachers’ preparedness to respond to sexual and/or gender motivated bullying is under researched. Utilizing components of the theory of planned behavior, a sample of 437 Australian teachers were investigated to determine whether knowledge, perceived barriers, and attitudes toward both sexual and/or gender minorities predicted teachers’ intentions to intervene when a sexual and/or gender minority student is bullied above and beyond sociodemographic factors associated with prejudice. Results of hierarchical linear regression demonstrated that teachers with more positive views of gender minorities and less traditional views related to gender ideologies were more likely to endorse higher intentions to intervene in sexual and/or gender minority motivated bullying. Findings suggested teachers’ attitudinal biases inform their professional practices when a sexual and/or gender minority student is bullied.
{"title":"Bullying toward LGBTQI + students in Australian schools: Understanding teachers’ intentions to intervene","authors":"Linda Parker, S. Webb, Jill Chonody","doi":"10.1080/19361653.2022.2096744","DOIUrl":"https://doi.org/10.1080/19361653.2022.2096744","url":null,"abstract":"Abstract The bullying of sexual and/or gender minority youth at school is a social violence issue that is ubiquitous in most countries. In line with evidence-based practice, teachers are consistently shown to be a critical component of success when addressing this issue; however, teachers’ preparedness to respond to sexual and/or gender motivated bullying is under researched. Utilizing components of the theory of planned behavior, a sample of 437 Australian teachers were investigated to determine whether knowledge, perceived barriers, and attitudes toward both sexual and/or gender minorities predicted teachers’ intentions to intervene when a sexual and/or gender minority student is bullied above and beyond sociodemographic factors associated with prejudice. Results of hierarchical linear regression demonstrated that teachers with more positive views of gender minorities and less traditional views related to gender ideologies were more likely to endorse higher intentions to intervene in sexual and/or gender minority motivated bullying. Findings suggested teachers’ attitudinal biases inform their professional practices when a sexual and/or gender minority student is bullied.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"20 1","pages":"561 - 584"},"PeriodicalIF":2.4,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46776019","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 : 2022-06-24DOI: 10.1080/19361653.2022.2089430
Anita R. Gooding, Bobbi Ali Zaman, Sam J. Harrell, Sam Collins, Miriam J. Abelson, Ben Anderson-Nathe
Abstract Research on LGBTQ + youth often portrays them as either as victims whose lives are defined by violence and discrimination, or as inspirational success stories whose ability to thrive is attributable to external interventions and policies. Drawing on theories of situated agency, minority stress, and queer monstrosity, this participatory qualitative interview project with LGBTQ + young adults illustrates instead how LGBTQ + youth actively shape their coming-of-age experiences and develop unique strategies to survive and thrive in the spaces they occupy. Rather than wholly traumatic or ecstatic, most participants reported mixed experiences with varying support from the people and spaces they encountered. Youth had to regularly engage in the labor of evaluating and responding to this mixed support and mistreatment in everyday situations and relationships. Based on these evaluations participants reported self-regulating their sexual and gender identities and behaviors, shifting tactics between spaces, seeking out and creating queer spaces, embracing their own difference, and engaging in direct resistance. Implications for research and practice suggest that refusing to center deficit-based narratives and recognizing the full range of young people’s queer expressions will produce a more accurate picture of LGBTQ + coming of age and the supports that allow more youth to thrive.
{"title":"Situated agency: How LGBTQ youth navigate and create queer(ed) space","authors":"Anita R. Gooding, Bobbi Ali Zaman, Sam J. Harrell, Sam Collins, Miriam J. Abelson, Ben Anderson-Nathe","doi":"10.1080/19361653.2022.2089430","DOIUrl":"https://doi.org/10.1080/19361653.2022.2089430","url":null,"abstract":"Abstract Research on LGBTQ + youth often portrays them as either as victims whose lives are defined by violence and discrimination, or as inspirational success stories whose ability to thrive is attributable to external interventions and policies. Drawing on theories of situated agency, minority stress, and queer monstrosity, this participatory qualitative interview project with LGBTQ + young adults illustrates instead how LGBTQ + youth actively shape their coming-of-age experiences and develop unique strategies to survive and thrive in the spaces they occupy. Rather than wholly traumatic or ecstatic, most participants reported mixed experiences with varying support from the people and spaces they encountered. Youth had to regularly engage in the labor of evaluating and responding to this mixed support and mistreatment in everyday situations and relationships. Based on these evaluations participants reported self-regulating their sexual and gender identities and behaviors, shifting tactics between spaces, seeking out and creating queer spaces, embracing their own difference, and engaging in direct resistance. Implications for research and practice suggest that refusing to center deficit-based narratives and recognizing the full range of young people’s queer expressions will produce a more accurate picture of LGBTQ + coming of age and the supports that allow more youth to thrive.","PeriodicalId":46767,"journal":{"name":"Journal of LGBT Youth","volume":"74 6","pages":"524 - 544"},"PeriodicalIF":2.4,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41243861","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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