Showing papers in "Journal of gay & lesbian issues in education in 2004"
TL;DR: In this paper, the authors describe four roles that GSAs played in the twenty-two schools participating in the Safe Schools Program: counseling and support; safe space; primary vehicle for raising awareness, increasing visibility, and educating about LGBT issues in school; and part of broader school efforts for raising and educating LGBT issues.
Abstract: Based on a broader qualitative study of organizational level changes in schools participating in Massachusetts' Safe Schools Program, the authors describe four roles that GSAs played in the twenty-two schools: counseling and support; “safe” space; primary vehicle for raising awareness, increasing visibility, and educating about LGBT issues in school; and, part of broader school efforts for raising awareness, increasing visibility, and educating about LGBT issues in school The advantages and disadvantages of each role are discussed in terms of addressing broader issues of heterosexism in schools, providing safety for LGBT students, and sustaining long-term organizational level changes in schools
195 citations
TL;DR: This article found that the racially segregated social environment of CHS greatly affects the participation of queer students in Project 10, the social/support group for lesbian, gay, bisexual, transgender, and questioning students.
Abstract: Relatively little is known about the unique challenges facing queer youth programs such as Project 10 and Gay-Straight Alliances, housed in urban high schools where the majority of students are poor, non-White, and/or non-native English speakers. This article begins a conversation about two important issues that the author believes have an impact on queer youth programs in urban schools: racial segregation and the normalization of Whiteness. Data for the article are based on the author's participation in a school-university collaborative action research project at California High School (CHS) between 1996 and 2000. The project's research on participation in extracurricular activities led to the author's independent participant-observation in Project 10, the school's social/support group for lesbian, gay, bisexual, transgender, and questioning students. The results of these investigations suggest that the racially segregated social environment of CHS greatly affects the participation of queer stud...
93 citations
TL;DR: In this article, the authors present Educating Teachers on LGBTQ Issues: A Guide for Gay and Lesbian Issues in Education. Journal of Gay & Lesbian issues in education: Vol. 1, No. 4, pp. 67-79.
Abstract: (2004). Educating Teachers on LGBTQ Issues. Journal of Gay & Lesbian Issues in Education: Vol. 1, No. 4, pp. 67-79.
85 citations
TL;DR: In this paper, the authors explore the politics of bullying and related policies and programs and challenge educational leaders to initiate and support measures to confront homophobic bullying, even against certain opposition, in order to promote safety for all students.
Abstract: During the past ten years, attention on bullying has intensified among educators, parents, journalists, and educational researchers in the wake of high-profile incidents of bullying in some Canadian schools. Safe schools policies and programs have proliferated as a result. However, the issue of homophobia-a pervasive form of bullying-tends to be absent from public discussion, anti-bullying programs, and so-called safe schools policies. This essay explores the politics of bullying and of related policies and programs. The author challenges educational leaders to initiate and support measures to confront homophobic bullying, even against certain opposition, in order to promote safety for all students.
84 citations
TL;DR: The authors summarized what is known to date about the school experiences of GLBT youth and highlighted the strength, resiliency, and extensive self-advocacy of these marginalized youth.
Abstract: Gay, lesbian, bisexual, and transgender (GLBT) youth are coming out at younger ages, but schools have not changed as fast as the culture, leaving many youth isolated and at risk of violence and harassment. For GLBT youth of color, these problems are exacerbated by racism and the risk of rejection by their ethnic community. Children of GLBT parents are also commonly targeted and harassed by peers. Often ignored or underplayed, however, are the strength, resiliency, and extensive self-advocacy of GLBT youth. This essay summarizes what is known to date about the school experiences of GLBT youth.
75 citations
TL;DR: The authors analyzes the growth of associational identity and ethical community encouraged by Gay-Straight Alliances, using queer theory to analyze their ideas and practices, and argues that these students are deeply aware of the associational element of identity and very aware of how to navigate the often crushing normalizing power experienced in schools.
Abstract: This essay analyzes the growth of associational identity and ethical community encouraged by Gay-Straight Alliances, using queer theory to analyze their ideas and practices. Following an analysis of the Equal Access Act, which has provided space and time to extracurricular public school groups, the author turns to accounts of students involved in GSAs. Examining how they describe shared querying of normative sexuality and curiosity at possible innovations, the author argues that these students are deeply aware of the associational element of identity and very aware of how to navigate the often crushing normalizing power experienced in schools. Without the space in which to examine their lives and relations, the curiosity binding these students has less opportunity to expand into ethical self- and community-formation.
32 citations
TL;DR: The importance of being out in the classroom, not only about his sexuality, but also about his intellectual, moral, and political commitments and uncertainties, is discussed in this article. But, the author concludes that being out is a necessary element of a pedagogy that helps students go through the painful process of self-corrective ethical inquiry.
Abstract: Through examining four episodes from his teaching, the author reflects on the importance of being out in the classroom, not only about his sexuality, but also about his intellectual, moral, and political commitments and uncertainties. While cautioning that being out in these ways can, in certain circumstances, stifle student voices and preempt open student inquiry, the author concludes that being out is a necessary element of a pedagogy that helps students go through the painful process of self-corrective ethical inquiry. Four scholars respond to the author's essay, which is followed by a final commentary by the author.
25 citations
TL;DR: In this paper, the effects of schooling in a Deep South urban community on the identity construction of gay African American boys and young men are examined, revealing the ways in which the dominant culture of White racism creates and imposes a hegemonic masculinity on Black youth culture that forces these young men to choose racial solidarity over sexual identity.
Abstract: This interview-based, narrative study examines the effects of schooling in a Deep South urban community on the identity construction of gay African American boys and young men. Specifically, it exposes the ways in which the dominant culture of White racism creates and imposes a hegemonic masculinity on Black youth culture that forces these young men to choose racial solidarity over sexual identity and to “pass” as straight. Significantly, this study addresses the complex role of the “culture of power” in the educational experiences of these young men.
17 citations
TL;DR: A review of electronic databases identified 27 research-based articles concerning LGBTQ issues in higher education between 2000 and 2003 as mentioned in this paper, summarized into three categories: studies of campus climate, student life issues, and college teaching.
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.
15 citations
14 citations
TL;DR: This article explored the conundrums associated with teachers coming out (or not) in English as a Second Language (ESL) classes for adult immigrants, refugees, and international students residing in the United States.
Abstract: Education research on sexual identity issues has increasingly engaged with poststructuralist and queer theories of identity. The focus has shifted toward conceptualising sexual identities as “acts” rather than facts, and problematising all sexual identities rather than liberating oppressed ones. However, in the growing literature on the complexities associated with “coming out,” little attention has been given to these matters in classrooms with student cohorts that are international, transcultural, and multilingual. This article considers puzzling conundrums associated with teachers coming out (or not) in English as a Second Language (ESL) classes for adult immigrants, refugees, and international students residing in the United States. Drawing on interview transcripts, the author looks at (apparent) disjunctures of meaning between how three ESL teachers decided to represent their sexual identities in class and how five of their students interpreted these choices. The author explores this “queer ...
TL;DR: There is evidence that public support is growing for the implementation of gay-straight alliances, nondiscrimination policies, and other interventions designed to counteract and prevent violence and harassment against lesbian, gay, bisexual and transgender (LGBT) youth in public schools as discussed by the authors.
Abstract: “No promo homo” laws in a few states seek to prevent schools from openly supporting LGBT students. However, there is evidence that public support is growing for the implementation of gay-straight alliances, nondiscrimination policies, and other interventions designed to counteract and prevent violence and harassment against lesbian, gay, bisexual and transgender (LGBT) youth in public schools. Eight states and the District of Columbia have a sexual orientation non-discrimination and/or anti-harassment law, and at least six states have regulations addressing sexual orientation bias. A growing body of research indicates that these interventions are helping to make LGBT students feel safer. Additionally, school districts that choose not to voluntarily implement these interventions may be convinced to do so by the increasing number of successful lawsuits that have held schools liable for failing to protect LGBT youth from pervasive harassment and violence.
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TL;DR: In this paper, the authors present the show of hands, a collection of hand-crafted artifacts from the Gay & Lesbian Issues in Education: Vol. 1, No. 4, pp. 37-40.
Abstract: (2004). Show of Hands. Journal of Gay & Lesbian Issues in Education: Vol. 1, No. 4, pp. 37-40.
TL;DR: In this paper, power and empowerment in the classroom are discussed, and a discussion of the role of women in the classroom is presented. Journal of Gay & Lesbian Issues in Education: Vol. 2, No. 2, pp. 69-71
Abstract: (2004). Power and Empowerment in the Classroom. Journal of Gay & Lesbian Issues in Education: Vol. 2, No. 2, pp. 69-71.
TL;DR: In this article, the authors present a survey of Gay & Lesbian Issues in Education: Vol. 1, No. 4, pp. 81-85, with a focus on education.
Abstract: (2004). Surrey, British Columbia. Journal of Gay & Lesbian Issues in Education: Vol. 1, No. 4, pp. 81-85.
TL;DR: Chrysalis is a weekly after-school drop-in group on O'ahu high school campuses for transgendered and questioning youth as discussed by the authors, which has been shown to improve life skills and prevent HIV infection.
Abstract: Chrysalis is a weekly after-school drop-in group on O'ahu high school campuses for transgendered and questioning youth. Nine Chrysalis members, nine demographically matched TG youth, and five key informants participated in a study to evaluate program effectiveness in improving life skills and preventing HIV infection. Chrysalis members scored better than comparison group members in school participation, educational and career goals, self-esteem, friends and peer support, family, physical safety, sex reassignment surgery, alcohol and drug use, and safer sex self-efficacy. Chrysalis members and key informants cited positive adult TG role models and peer support as key factors in the program's success.
TL;DR: This article examined the attitudes of heterosexual university students to peer suicide when that peer was gay, lesbian, or heterosexual University students (n = 206) completed several questionnaires, including The Suicide Attitude Vignette Experience Results indicated that the suicide act was seen as more justified, acceptable, and necessary when the adolescent was gay or lesbian.
Abstract: This study sought to examine the attitudes of heterosexual university students to peer suicide when that peer was gay, lesbian, or heterosexual University students (n = 206) completed several questionnaires, including The Suicide Attitude Vignette Experience Results indicated that the suicide act was seen as more justified, acceptable, and necessary when the adolescent was gay or lesbian Further, gay and lesbian youth suicide victims were shown significantly less empathy than heterosexual suicide victims Participants' level of homophobia was found to be a significant predictor of attitudes toward gay and lesbian youth suicide Results indicate that the peer group of gay and lesbian youth is unsupportive of their sexual orientation, and these attitudes may be an additional risk factor for gay and lesbian youth suicide
TL;DR: In this paper, a 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, and the writer takes some steps back to describe these experiences and reflect on them.
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.
TL;DR: The concept of the youthful cyber-flâneur, as developed by Kenway and Bullen, links power, pleasure, and consumer politics to pedagogy However, it has been criticised for its heterosexist register as mentioned in this paper.
Abstract: This article explores ways of queering the youthful cyber-flâneur, using the television series Queer as Folk as the touchstone for such explorations The concept of the youthful cyberflâneur, as developed by Kenway and Bullen, links power, pleasure, and consumer politics to pedagogy However, it has been criticised for its heterosexist register Here, the authors seek to attend to this criticism and enhance the pedagogical potential of this concept by drawing on the work of Rasmussen who introduces discourses of pleasure and sexuality into debates around pedagogy The queer youthful cyberflâneur not only attends to the centrality of sexuality in young people's lives but also to some of the links between consumer culture, sexuality, and globalisation
TL;DR: A collection of brief essays recently written by Australian, New Zealand, and American lesbians followed by commentaries from several leading educators and scholars is presented in this article, with brief comments by some of these young writers.
Abstract: This feature is a collection of brief essays recently written by Australian, New Zealand, and American lesbians followed by commentaries from several leading educators and scholars. Their commentaries are followed with brief comments by some of these young writers.
TL;DR: One notable effect of globalization is the compression of what is understood as distance and time as a result of market forces, cyberspace, and air travel as mentioned in this paper, which is the omnipresent condition or set of forces which undergird contemporary social relations.
Abstract: Despite the effects of extreme nationalism that continue to plague global politics, globalization is the omnipresent condition or set of forces which undergird contemporary social relations. One notable effect of globalization is the compression of what is understood as distance and time as a result of market forces, cyberspace, and air travel. Quite simply more and more of us are easily and quickly connected to cultures and peoples around the globe through high-speed travel and cyber-technology. Consequently, those cultures that already have a dominant presence internationally are having an increasingly greater and more immediate global impact, including homogenisation of curriculum, especially with respect to science and technology, and the ubiquity of English as the global language of education. Global circulation of Western1 values and beliefs through communication technology and economic and market forces has become a focal point for social and political theory as well as government and citizen agitation (Bauman, 1999; Brown, Renner & Halweil, 2000; Falk, 2000). Concern exists about the loss of complex “indigenous” models
TL;DR: In this article, four very thoughtful responses to my essay have been published, and the responses are as personal as they are theoretical, which is particularly gratifying, as they demonstrate that these two kinds of concerns are often mutually antagonistic, at times reconcilable, and sometimes mutually supportive.
Abstract: I deeply appreciate these four very thoughtful responses to my essay. That the responses are as personal as they are theoretical is particularly gratifying. As a student and teacher of pragmatism, I find academic work especially meaningful when it begins with lived experience that is objectively (not merely mentally) problematic, and when it applies the kind of theory to it that is meant to be introduced back into experience, through experimental action, in order to effect some kind of amelioration. All four of the respondents demonstrated this kind of work. In reading these responses, I was struck by the importance of a distinction most of us had noted but not emphasized or developed. As teachers, we seek to construct certain kinds of educational experiences for our students. As people of sexual or gender minority or who are close to or in political solidarity with such people, we want to preserve and enhance our integrity, which includes being who we are at work. As our essays demonstrate, these two kinds of concerns are often mutually antagonistic, at times reconcilable, and sometimes mutually supportive. It behooves us, of course, to work out as many ways as possible of satisfying both kinds of concerns at once. That is, choosing ways and contexts for being out in our schools that will either contribute to our pedagogical efforts or at least not impede them. I am grateful to Arthur Lipkin for his insightful and practical suggestions about this: sharing evaluation and grading power with students, critiquing student writing in class, openly examining our biases, discussing with students their prior experiences of teacher power, and not contributing the queer-
TL;DR: In this paper, the authors explore the marriage debate in the United States, and present a survey of the state of the art in the area of Gay & Lesbian Issues in Education.
Abstract: (2004). United States: Exploring the Marriage Debate. Journal of Gay & Lesbian Issues in Education: Vol. 2, No. 2, pp. 117-119.