Dissertationen zum Thema „LGBTQI education“

Displaced Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) youth exist in educational environments that are ill-equipped to support them in their pursuit of educational success. Limited research on this group documents a lack of targeted supports resulting in significant struggles as they attempt to overcome obstacles in their path toward success. This study overlays the Minority Stress Process and Adolescent Resilience Theory’s models of support in an attempt to understand how targeted supports helped seven individuals overcome obstacles throughout their displacement from family and home. The study explored these individuals’ perceptions of the displacement, supports, resilience, and potential for educational access and success. Interview data was analyzed to arrive at descriptions of experiences that informed the development of codes and themes. In order to contextualize participant interview data, five observations of externally-based support groups and interviews with two support providers were conducted.

The participants in this study had diverse identities within the LGBTQ+ umbrella. Also, some were forcibly displaced due to familial nonacceptance of their gender or sexual identities, while others self-displaced in an attempt to live openly. However, they each described the loss of both familial supports and each reported a lack of targeted supports at school to help them overcome identity nonacceptance, displacement, and lack of belonging. All participants fought to access externally-based protective and compensatory supports. Educational institutions must implement policies and practices to ensure all displaced LGBTQ+ individuals are supported. By mirroring the externally-based programs that are successful with limiting the effects of displacement and identity non-acceptance, educational institutions can interrupt the Minority Stress Process and the associated adversity.

This study examined the effects of bullying on the lives of lesbian, gay, bisexual, and transgender (LGBT) students age 18 to 25 who attended high schools in Shelby County, Tennessee. A qualitative research method was utilized to examine and determine the perception of fifty-three lesbian, gay, bisexual and transgendered youth homophobic experiences while attending high school. The study obtained the perceptions of LGBT youth based on the following questions: (1) What do LGBT youth believe are the reasons for homophobic bullying?, (2) How do acts of homophobic bullying affect, mentally and emotionally, the lives of those involved?, (3) And what types of homophobic bullying are evident in public high schools in Shelby County, Tennessee?

Although there has been a plethora of research conducted to document the effects of homophobic bullying on the lives of LGBT youth, no research could be found that investigated the effects of homophobic bullying on the lives of LGBT youth attending high school in Shelby County, Tennessee. Furthermore, most anti-bullying policies in schools in Shelby County, Tennessee do not include bullying against LGBT youth.

The study found that LGBT believed they experienced homophobic bullying because they were gay or presumed to be gay. Some LGBT youth felt the homophobic bullying they experienced caused poor grades, depression, and low self- esteem.

The study provides the information that will assist high school administrators and staff in combating homophobic bullying and discrimination against LGBT youth. Protecting LGBT students mean making changes to some anti-bullying policies that may exist in some schools. Schools must establish clear comprehensive policies which specifically address homophobic bullying. All schools should implement safe school policies that encompass the welfare of all students.

Media outlets have propagated news about teen suicides resulting from bullying and harassment because of perceived or identified sexual orientation and gender identity. However, the issues of bullying and harassment based on sexual orientation and gender identity are rarely addressed at the elementary school level because of limited resources, little training, and low incidences of such reported events.

The purpose of this study was to explore the attitudes and knowledge of elementary school principals in one Southern California school district regarding LGBTQ-related issues and to identify the requirements principals deem necessary in order to create a safe learning environment for LGBTQ students. The study relied on two sources of data, including a survey and individual interviews. After data was gathered, it was analyzed to determine common themes among participants.

Three major themes emerged from the qualitative study that connected principals' experiences and attitudes regarding the integration of LGBTQ topics in the school curriculum and LGBTQ bullying at the elementary school level. The themes included a) affirmative views that personal backgrounds influenced attitudes regarding LGBTQ issues, (b) adequate or sufficient education not provided for principals at the school district level, and (c) elementary school environments were not safe learning environments for students who identify as or are perceived to be LGBTQ.

Based on the findings of this qualitative study, three recommendations were made to assist principals in their efforts to create safe learning environments for LGBTQ elementary school students and to integrate LGBTQ topics into the classroom. These recommendations included, (a) provide elementary school principals with professional development opportunities on LGBTQ topics, (b) educate parents on LGBTQ issues, and (c) include information on LGBTQ bullying and harassment in school discipline policies and safe schools plans.

Elementary school principals are not provided with sufficient professional development and resources to address the issues of bullying of LGBTQ students or the integration of LGBTQ topics into the instructional program. This study contributed to the extant body of literature that exists to support school leaders in providing LGBTQ students with safe learning environments and information on the integration of LGBTQ related topics into the school curriculum.

Schools present unique opportunities to foster and improve belonging for all students. Meaningful inclusion requires visible and equal representation as well as safe environments (Cerezo and Bergfield, 2013; Sadowski, 2016). Students who may be lesbian, gay, bisexual, transgender or questioning (LGBTQ) deserve equal attention in educational models which seek to be inclusive and acknowledge diverse student populations in schools. Key studies from the United States indicate there is much to be done, suggesting LBGTQ students often do not feel safe or visible in schools (Kosciw, Greytak, Giga, Villenas & Danischewski, 2016). School-based resources, however, such as student-led clubs known as Gay-Straight Alliances, are helping to address the needs of LGBTQ students. The purpose of this study was to gain an understanding of a group of LGBTQ students who attend an international school in Asia and who are all regular members of a Gay-Straight Alliance. It aimed to gain a better understanding of their school experience in terms of support systems and structures through the unique lens of an international school. A qualitative research design was implemented through the use of semi-structured interviews with four participants, who voluntarily took part in the study. Seven themes emerged from the study, (1) formal support systems are perceived to be secondary to peer support, (2) less formal support services such as friends and peers carry a higher level of trust, (3) the Gay-Straight Alliance (GSA) is the primary, most visible, safe space, (4) outreach beyond the GSA is limited, (5) existing barriers prohibit inclusive practices for LGBTQ students, (6) LGBTQ educational programs would help raise awareness, and (7) There is a need to create and implement school policies, which are more inclusive and will better protect LGBTQ students at the school. Implications of this study entail specialized training for counselors, outreach beyond the confines of the GSA, inclusive policies and targeted LGBTQ educational programs.

Large bodies of literature reveal two salient experiences during adolescence and young adulthood for many men who identify as gay and bisexual: disclosing one’s sexual identity to parents and going to college. Research suggests the reaction of one’s parents to sexual identity disclosure serves as a powerful indicator of subsequent health-related and psychosocial outcomes, yet little is known regarding the relationship between parental reaction and accessing college and financial aid. This study explores the lived experiences of White gay and bisexual young men and how they navigated the college choice and financial aid processes. The study investigates three interconnected constructs with regard to one’s sexual identity disclosure to his parent: the nature of the college choice process; the navigation of financial aid and scholarships; and other experiences that work to facilitate or restrict the college choice and financial aid processes. This qualitative study employs a phenomenological lens to retrospectively gather data using semi-structured, in-depth interviews with 18 gay and bisexual-identified men, ages 18 to 24 years old, from a large U.S. metropolitan area. Participants were selected using online and phone-based social media dating applications, popular in gay and bisexual men’s communities. The findings of this study suggest that prior to disclosure, the young men expressed a perceived fear in coming out to their parents. After disclosure, most participants reported that families were supportive of their sexual identities as well as their college choice process, and all participants went to college with financial aid support from their parents. Due to the limited sample size and specific characteristics of men in this study, future research must be conducted to explore this relationship of sexual identity disclosure and college access further. This study concludes with a set of suggestions and recommendations for parents, counselors, and higher education leaders.

The purpose of this project was to create a psycho-educational peer support group for LGBTIQ Youth, identify potential funding sources, and write a grant to fund the proposed program. The proposed support is named PRIDE for its connection to the LGBTIQ community and the empowering language, and it targets self-identified LGBTIQ youth in Orange County, California. A thorough literature review included risk factors, barriers to service, and interventions. Potential funding sources were examined and Liberty Hill was chosen as the most appropriate funding source. The proposed program was detailed with implementation guidelines, staffing information, and a budget narrative. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.

LGBTQ+ youth are at increased risk of experiencing stress, sadness, and dissatisfaction with life. A mixed-methods study was designed to examine the effects of mindfulness training on perceived stress and life satisfaction in LGBTQ+ youth. Quantitative pre- and post-test data were collected using the Mindful Attention Awareness Scale-Adolescents and Goal Attainment Scaling. Qualitative data were collected via focus group at the conclusion of the mindfulness training. Results indicate that mindfulness training may be effective in reducing stress, increasing life satisfaction, and increasing coping skills in LGBTQ+ youth. School-based mental health service providers may find the group format of mindfulness training an effective use of time and resources.

Lesbian, gay, bisexual, and transgender (LGBT) students do not have the same experiences at school as their heterosexual and cisgender classmates. Whether the climate is characterized as less welcoming or hostile, either way it leads to disparate outcomes in the form of lower GPA (Aragon, Poteat, Espelage, & Koenig, 2014), decreased likelihood of post-high-school education (Bart, 1998), and threats to both emotional (Kann et al., 2011; Saewyc, Konishi, Rose, & Homma, 2014) and physical (Hatzenbuehler, Bellatorre, et al., 2014) well-being. This study began with a quantitative study of the climate, as reported by LGBT students, at 9 Southern California high schools. Survey data were analyzed using a t-test and an ANOVA to determine if there was a difference in school climate based on 2 independent variables: (a) implementation of the FAIR Act, requiring, among other things, positive representations of LGBT people in social science classes, and (b) the presence of out LGBT staff members. No statistically significant difference was found for these variables. Data were also analyzed using a multiple regression to determine whether any component of school climate served as a predictor of students’ positive affect. Here, a connection was found: students exhibiting self-protective behavior, like skipping class or avoiding restrooms and locker rooms, have a lower ratio of positive to negative emotions. In the second phase of the study, school staff were interviewed. As they shared their interpretation of the quantitative results and their efforts to improve school climate, a unifying idea emerged: school climate can improve over time with consistent, deliberate effort from the entire school community.

The intersection of Gay-Straight Alliances (GSAs) with academic outcomes for lesbian, gay, bisexual, transgender, and queer (LGBTQ) high school students is the focal point of this study. A survey of the literature found depressed academic outcomes for LGBTQ students relative to their heterosexual peers, and a positive correlation between the presence of a GSA on campus and academic performance of LGBTQ students. Using an anonymous survey and focus group interviews with 12 youth who identified as LGBTQ or allied, and who were currently or recently enrolled in high school, this study inquired about GSA activities, campus interactions, supportive adults, personal empowerment, school safety, school belongingness, and academics. Participants related each of these topics to the presence of a GSA on their campus, to the extent they felt it was relevant. A two-stage coding process concluded that varying campus and societal climates, active/effective versus inactive/ineffective GSAs, and personal and corporate empowerment were major themes of participant responses. Participant responses indicated that GSAs might directly support the academic success of members through social acceptance and exposure to wider LGBTQ advocacy. Academic success of non-members is hypothesized as an indirect benefit, with GSAs understood as a background variable whose presence or absence is indicative of the likely status of other variables that directly impact student academic outcomes.

Christian college environments remain connected to Biblical doctrine that can create a challenge for student affairs practitioners responsible for supporting all students but then instructed to take “corrective” (e.g., disciplinary) action against LGBTQ students. This study examined experiences of ten student affairs staff at Christian campuses negotiating institutional context, professional relationships, and personal values when interacting with LGBTQ students. Interview data was organized along three themes: campus culture, tensions, and strategies to manage tension. Participants perceived campus culture as familial, but also as silent, fearful, and confusing on LGBTQ issues. Consequently, they experienced tensions between personal beliefs in serving students versus supporting institutional values about LGBTQ identity and behavior. Participants employed cognitive, interpersonal, and intrapersonal strategies to negotiate these tensions and balance service to their institution with advocacy for LGBTQ students. Recommendations provided relate to staff development, graduate level training, and sustainability of the Christian college approach to human sexuality.

The lesbian, gay, bisexual, transgender, and questioning population has high prevalence rates of nicotine dependence in comparison to their heterosexual counterparts, creating a health disparity that is under-researched. Past research has indicated that factors such as minority stress and anxiety play key roles in the development of smoking behaviors in the general population but has not been researched in the LGBTQ population. In addition, internalized homophobia has been linked to substance abuse but its role in nicotine dependence has not been examined. This study proposed that anxiety and internalized homophobia would predict nicotine dependence in the LGBTQ population. A total of 61 LGBTQ individuals participated by completing an online survey. A hierarchical multiple regression was conducted and results suggested that anxiety and internalized homophobia were not predictors of nicotine dependence in the LGBTQ population. However, it was found that individuals questioning their identity did experience more internalized homophobia than those who identify as lesbian, gay, or bisexual.

The purpose of this qualitative phenomenological study was to explore the perceptions of Lesbian and Gay senior administrators regarding their self-identity and coming-out in the workplace, and their perceived effectiveness as leaders at higher-education institutions. Senior administrators in this study were second line, and reported to the President/Chancellor or Provost of an institution; their titles generally were Provost, Vice President, or Dean. Past research studies did not specifically address the self-identity and perceived leadership effectiveness of Lesbian and Gay senior administrators at colleges and universities, and the effect their coming-out had on their workplace experiences.

This study used a qualitative phenomenological approach within a constructivist paradigm. After the initial participants were recruited for the study, a snowball technique of purposive sampling was used to identify additional participants. In-depth interviews were performed with eight participants who were self-identified as Gay or Lesbian and who occupied a senior administrative position at a college or university in the United States for at least 3 years.

The analysis of the findings from the lived experiences of the senior administrators in the workplace revealed four main themes, which were memorable leadership experiences, coming-out in the workplace, Lesbian and Gay identity and leadership effectiveness, and multiple self-identities of Lesbian and Gay leaders in the workplace. The lived experiences of these self-identified Lesbian and Gay senior administrators were affected by their past and present experiences; they described those experiences as memorable, either as accomplishments or as challenges. The participants' choice to come out at their workplaces was affected by the "comfortableness" they felt with their coworkers, the partners in their lives, the needs of LGBT students, and the views of the institution president or other influential individuals. The participants perceived their Lesbian and Gay identity to be both an integral part of their self-identity, which they reported to have "very successfully" integrated into their leadership, and of their leadership effectiveness.

The purpose of this qualitative study was to understand the unique sexual and religious identity development of sexual minorities who attend evangelical Christian institutions of higher education. Although research exists on sexual identity development and religious identity development, scant research exists as to how these developmental areas interact in sexual minorities who attend evangelical institutions of higher education. The research questions that were answered in this study included the following: How do sexual minority students at evangelical Christian institutions of higher education develop a sexual identity and make choices about sexual expression? How do sexual minority students at evangelical Christian institutions of higher education develop a religious identity? How do these two developmental areas interact in this population?

Four individuals who identified as sexual minorities were interviewed for this study. Interviews were analyzed using interpretive phenomenological analysis to understand the lived experiences of the participants. The data analysis led to the following emergent themes: evangelical beliefs/narratives about homosexuality, new understanding of faith, current faith development, the closet, coded language, community, romantic relationships, current meaning of sexual identity, intersectional identities, evangelical college culture, vigilance, advocacy, and academic/artistic expression. These themes highlighted how inextricably linked are sexual and religious identity development in this population. Also highlighted were how the individuals resolved their identity conflict with great difficulty but also as empowered changed agents. Clinical and educational applications of the research were also discussed.

The health of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people has recently become a national health priority. The National Institutes of Health (NIH) cited provider knowledge and attitudes as one of the key areas needing further research. One of the largest barriers to culturally congruent LGBTQ care is the lack of knowledge about LGBTQ people and possible negative attitudes among nurses and providers (Strong & Folse, 2015). Research and data have shown that LGBTQ people face significant health disparities stemming from years of systemic discrimination and stigmatization.

To establish a baseline understanding of the knowledge and attitude of registered nurses about LGBTQ people as well as measure the impact of a newly designed educational intervention on the nurses’ knowledge and attitudes.

Registered nurses (n = 111) were offered a one hour educational intervention at various inpatient hospitals within a major metropolitan area. Pre-and post-tests were administered to establish baseline knowledge and attitude as well as the effectiveness.

A statistically significant impact on the nurses’ knowledge of LGBT health (p < .0001) was found after the intervention. While attitudes did show some improvement from the intervention, it was not statistically significant and could be an area of further research. Qualitative responses from nurses showed an overwhelming desire to have LGBTQ education for their nursing practice.

Implications for practice include implementing LGBTQ cultural competence into initial and ongoing educational trainings for registered nurses within healthcare organizations, and improved nursing care of LGBTQ people. Future research is needed to examine the impact of the educational intervention over an extended period of time.

Current research has empirically supported that the public school system has an issue with poor social climates for lesbian, gay, bisexual and transgender students (LGBT). This has had detrimental effects to the well-being and educational outcomes for LGBT youth (Kosciw, Greytak, Bartkiewicz, Boesen, & Palmer, 2012). Research has not only uncovered the problems (bullying, poor school policies, lack of education) that promote these issues, but they have also found solutions, which include supportive administration, the inclusions of programs like Gay Student Alliances (GSA) and LGBT curriculum. This research study attempted to uncover the effect to students’ levels of homophobia, biphobia and transphobia when exposed to a LGBT psychology and history lesson. The study found that a simple 45-minute lesson did in fact reduce levels of the sexual minority phobias in students but also provided evidence that more exposure (and a larger sample size) may provide a clearer picture of the actual potential of understanding concepts in LGBT psychology and history. It also validated that the inclusion of a GSA program and supportive educator can also establish a better social climate because all students exhibited low levels of phobia prior to the lesson.

The advent of the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2016), the American Counseling Association (ACA) Code of Ethics (2014), and a more comprehensive emphasis on multiculturalism and social justice (Haskins & Singh, 2015; Ratts, 2009, 2011; Ratts & Pedersen, 2014; Smith & Okech, 2016) within the counseling profession highlight a movement towards examining practices and social identities grounded in a formative understanding of intersectionality. The institutionalization of intersectionality emerges from a longstanding history of feminist scholars (Collins & Bilge, 2016; Hancock, 2016) critiquing misconstrued gaps and revolutionizing the meaning of multiple social identities and social justice movements (Anzaldúa, 1987; Collins, 1986, 1990, 2004; Crenshaw, 1989, 1991; hooks, 1981, 1984, 1989; Lorde, 1984; Moraga & Anzaldúa, 1983). Although intersectionality has richened the possibilities of social justice praxis, its theoretical connection has been largely absent in the context of empirical investigations. This current study utilized an intersectionality paradigm and methodological strategies of interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009; Pietkiewicz & Smith, 2014) to examine the lived intersectional experiences of privilege and oppression of Queer Men of Color in Counselor Education and Supervision doctoral programs. Three participants were interviewed across nine interviews approximately consisting of 90 minutes in length. Findings indicated six superordinate themes emerging from the data analysis: (a) Multiple Dimensions of Privilege; (b) Multiple Dimensions of Oppression; (c) Context/System; (d) Complexities of Intersections; (e) Critical Incidents/Conflict; and (f) Congruity/Change for the Future. The discussion considers the themes emanating from the participants in light of previous forms of implementation utilizing intersectional approaches. Implications broadly for the counseling profession, the social context of counselor education and doctoral education, and the praxis of pedagogy are explored. Future directions for research and limitations of the study are also explicated.

Lesbian, gay, bisexual, and transgender (LGBT) youth continue to struggle with challenges relating to their sexual identities and the coming out process. LGBT youth are far more likely than heterosexual youth to experience negative outcomes relating to their family and social supports, as well as physical and emotional health. The purpose of this project was to identify the specific needs of LGBT youth and write a grant to fund a psychoeducational support program designed to increase the support networks, improve self-esteem, increase communication skills, decrease physical and emotional health disparities between LGBT and non-LGBT youth, and promote a positive and healthy transition during the coming out process of LGBT youth in Ventura County.

The host agency for the grant is Rainbow Umbrella. The Arcus Foundation was selected as the funder for this grant. Actual submission and/or funding of the grant were not requirements for successful completion of this project.

Each year the importance of a high school education increases; however, there are still populations for which getting a diploma is difficult. One of these populations is the lesbian, gay, bisexual, and transgendered community. For many of these students a high school diploma is still out of reach. Quantitative research to this point shows that these students suffer from bullying/harassment, increased depression, substance abuse issues, and what they refer to as an overall lack of school belonging. The purpose of this study was to add a qualitative voice to the quantitative data. This study was designed to explore and understand LGBT high school graduates’ experiences throughout grades 9-12 and factors that led to persistence to graduation. This information was put together to create a plan for schools to create environments that were welcoming and supportive of LGBT students. To accomplish these goals, 12 participants from different types of communities across the United States were interviewed about their experiences in high school. They were asked to share their experiences with bullying, depression, substance abuse, and their experiences in high school as well as what they believed help them overcome and make it to graduation and what they wish their schools would have done for them. Of the participants who were interviewed, 75% reported facing bullying or harassment in school, 33% discussed using drugs or alcohol, and 17% talked about depression and attempting suicide. In the end there were three main protective factors found among the participants. Participants had either a person who pushed them towards graduation, something at school that made them feel they belonged, or a sheer desire to leave and get someplace better.