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Journal articles on the topic 'LGBTQI education'
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1
Capobianco, Stephen Louis. "Examining International Education Research and Practice through a Queer Theory Lens." Frontiers: The Interdisciplinary Journal of Study Abroad 32, no. 1 (January 15, 2020): 12–32. http://dx.doi.org/10.36366/frontiers.v32i1.432.
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In this critical essay, the author explores the pronounced lack of attention to the intersection of LGBTQI+ people and issues in international education. By presenting and then employing a conceptual framework that combines a queer theoretical lens and a multi-level analysis of structural contexts, the author examines the existing body of literature and practice on the nexus of LGBTQI+ inclusion and international education in institutions of higher education. Through the use of this combined conceptual framework, the author introduces a path forward to build a more inclusive field of international education for all by discussing implications for practice and recommendations for future areas of research.
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Jones, MJ. "Where are My People? The Case for Culturally Competent Interpreters." JCSCORE 6, no. 1 (July 15, 2020): 102–36. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.102-136.
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Through participation in LGBTQI conferences, one can gain political knowledge, leadership skills, professional networking opportunities, and personal development experiences. These opportunities become more complex to navigate for Deaf individuals who hold other marginalized identities, such as those who identify as Queer Trans Deaf People of Color (QTDPOC). By applying Disability Justice Principles, interpreters must highlight and uplift the experiences of QTDPOC and increase their cultural competency so that no one is left behind (Berne et al., 2018). This study seeks to answer the question: How does the presence of interpreters who do not identify as Queer and Transgender Interpreters of Color (non-QTIOC) influence the experiences and the expressions of QTDPOC in LGBTQI spaces? Embedded within queer phenomenology analysis, the research acknowledges the dearth of Queer and Transgender Interpreters of Color (QTIOC) and explores the lack of LGBTQI content in American Sign Language (ASL) interpreting education programs (IEP) and its inherent impact on the experiences of QTDPOC. This paper aims to encourage interpreters, students, and the interpreting field as a whole to increase efforts to acknowledge, be intentional, and hold themselves and others accountable in and beyond their scope of work.
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DeVita, Timothy, Casey Bishop, and Michael Plankey. "Queering medical education: systematically assessing LGBTQI health competency and implementing reform." Medical Education Online 23, no. 1 (January 2018): 1510703. http://dx.doi.org/10.1080/10872981.2018.1510703.
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McCready, Lance. "Queer Urban Education: Curriculum and Pedagogy for LGBTQI Youth in the City." Journal of Curriculum and Pedagogy 4, no. 2 (December 2007): 71–77. http://dx.doi.org/10.1080/15505170.2007.10411648.
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Fraser, Brody. "Queerly Beloved." Counterfutures 2 (September 1, 2016): 61. http://dx.doi.org/10.26686/cf.v2i0.6430.
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On 17 April 2013, the Marriage Amendment Act passed its final reading in New Zealand’s Parliament. This legislation was a milestone for the LGBTQI+ community. There was, however, little mention of the remaining institutional, legislative and socioeconomic barriers the community faces. Marriage equality was purported to be the final frontier in rights—yet much remains to be achieved before equality is realised. While state recognition is important for the community (as this ensures basic legal protections and rights), the relationship between many members of the LGBTQI+ community with the state has been, and continues to be, fraught. These tensions become visible when considering the poverty many in the community are subject to, especially transfolk, and issues faced when engaging with the health and education systems. Despite the positive changes achieved over recent years, there is still a need for ongoing mobilisation to bring pressure to bear upon the state.
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Costa, Vanessa Bento da, Jéssica Guimarães Martins, and Leonardo Silveira Costa. "GÊNERO E SEXUALIDADE NAS POLÍTICAS PÚBLICAS EDUCACIONAIS: PROPOSTAS PEDAGÓGICAS E MOTIVAÇÕES POLÍTICAS NAS DECISÕES LEGISLATIVAS." Iniciação Científica Cesumar 23, no. 1 (May 14, 2021): 1–11. http://dx.doi.org/10.17765/2176-9192.2021v23n1e9866.
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Considerando que as lutas das mulheres são assuntos presentes no cotidiano da sociedade atualmente, o presente artigo pretende refletir acerca da igualdade de gênero e as diversas possibilidades de viver a sexualidade como temas a serem abordados dentro da escola. O objetivo central deste trabalho é investigar as motivações conservadoras das decisões políticas acerca da igualdade de gênero como tema a ser abordado dentro da escola e confrontá-las com a atualização dos estudos pedagógicos progressistas. Para tal, a metodologia escolhida foi uma revisão bibliográfica teórica, cujo ponto de vista pedagógico adotado tem base nos estudos pós-estruturalistas e nos pensadores pós-modernos; inclui-se também uma explanação factual, percorrendo o caminho das políticas públicas educacionais que contemplavam as pautas feministas e LGBTQI nos últimos anos. O resultado do estudo - problematizado sob uma visão foucaultiana-aponta para a constatação de que as instituições mais conservadoras agem, de fato, de maneira sistemática, calculada e articulada tomando a frente nessa pasta. Conclui-se, portanto, que para que os atuais debates feministas e pautas LGBTQI estejam presentes na realidade escolar é necessário compreender que deve haver maior presença feminina representando as pautas no Congresso, além de decisões políticas alinhadas aos estudos e atualizações do campo da Pedagogia e menos religião interferindo nos rumos das políticas públicas educacionais.
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Bennett, Bindi, and Trevor G. Gates. "Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia." Social Work Education 38, no. 5 (March 8, 2019): 604–17. http://dx.doi.org/10.1080/02615479.2019.1588872.
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Afra Boateng, Anabella. "Reinstating the Inherent Dignity of Marginalized Communities in Ghana." Journal of Interdisciplinary Studies in Education 9, SI (August 11, 2020): 80–101. http://dx.doi.org/10.32674/jise.v9is(1).2010.
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When a representative democracy implicitly or explicitly undermines minority rights and prevents marginalized people from actively participating in a democratic process, it facilitates social exclusion. This paper focuses on how Ghana’s democracy, coupled with traditions, aggravate social exclusion. The research discusses the democratization process of Ghana and its role in the marginalization of minorities. Particularly, this paper looks at the class-based marginalization of women on the one hand and the sex-based marginalization of the LGBTQI+ community on the other, in Ghana. Finally, this paper explores how Soka Education, as a way of life, can support these marginalized communities in Ghana.
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McSpadden, Emalinda L. "Creating LGBTQI+ programing in urban higher education: Considering the creation process of a campus resource room." Journal of Gay & Lesbian Social Services 32, no. 3 (April 22, 2020): 310–27. http://dx.doi.org/10.1080/10538720.2020.1752873.
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Luke, Melissa, Kristopher M. Goodrich, and Janna L. Scarborough. "Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs." Journal of LGBT Issues in Counseling 5, no. 2 (April 2011): 80–101. http://dx.doi.org/10.1080/15538605.2011.574530.
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Weaver, Christian D., Leandro A. Mena, and Lori M. Ward. "982. Formal Education Improves Southeastern United States Primary Care Residents’ Understanding and Attitudes Towards HIV Pre-Exposure Prophylaxis: Results of a Regional Survey." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S519. http://dx.doi.org/10.1093/ofid/ofaa439.1168.
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Abstract Background HIV pre-exposure prophylaxis (PrEP) has been identified as one of the pillars of the national plan to end the HIV epidemic. Notably, southern states have also been shown to have the lowest PrEP-to-need ratio in the country, and previous work on assessing clinician understanding of and attitudes towards PrEP has mainly focused on in-practice physicians, nurse practitioners, and other clinicians. We aimed to assess the attitudes towards and understanding of PrEP among residents training in programs categorized as primary care in the Southeastern United States. Methods Program directors in ACGME approved residency programs in Family Medicine, Internal Medicine, Internal Medicine-Pediatrics, and Obstetrics and Gynecology were asked to distribute an invitation with a link to the survey to their residents during a six week period in May and June 2019. The survey contained questions that assessed demographics, type of program, PrEP awareness, knowledge, attitudes, and formal education Logistic regression was utilized to assess association between formal PrEP education and comfort levels with PrEP and other STI related topics. Results We identified approximately 7,574 residents across 247 residencies in 11 states. We received 217 responses to our survey, of which 203 had complete data for analysis. The majority of the sample was 25-29 years old (75%), male (53%), White (46%), and PGY-2 (48%). Twenty-one percent of the sample received formal education on PrEP. After controlling for demographic variables, residents with prior formal PrEP education were more likely to be comfortable taking sexual history from LGBTQI patients, discussing/providing PrEP, discussing PrEP efficacy, discussing PrEP monitoring, side effects, drug resistance, and adherence compared to residents who did not have formal PrEP education (Table 1). Association Between Formal PrEP Education and Comfort Levels with Discussing PrEP and other STI Related Topics Conclusion We found a strong association between formal PrEP education and resident’s confidence in discussing PrEP. Investing in formal resident education programs in the Southern region will be important in achieving the Ending the HIV Epidemic’s goal of reducing new infections by 75% in 5 years and 90% in 10 years. Disclosures Leandro A. Mena, MD, MPH, Binx Health (Grant/Research Support)Evofem (Grant/Research Support)Gilead Science (Consultant, Grant/Research Support, Speaker’s Bureau)GSK (Grant/Research Support)Janssen (Grant/Research Support)Merck (Consultant, Grant/Research Support)Roche Molecular (Consultant, Grant/Research Support)SpeedDx (Grant/Research Support)ViiV Healthcare (Consultant, Grant/Research Support, Speaker’s Bureau)
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Hall, Ronald E. "The Bleaching Syndrome Per Colorism Pathology: LGBTQ Perpetuation of Discrimination." American Behavioral Scientist 62, no. 14 (December 2018): 2055–71. http://dx.doi.org/10.1177/0002764218810759.
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Domination is the preferred and pathological model of assimilation into Western culture. For lesbian, gay, bisexual, transgender, and queers (LGBTQs) in America, the resulting stress can reach devastating levels. In response to such circumstances, the assimilation experience of LGBTQ Americans facilitates their manifestation of the Bleaching Syndrome. As a LGBTQ strategy, the Bleaching Syndrome is characterized by the efforts of a stigmatized out-group to assume the identity of a dominant in-group via anatomical paradigm. In this way, assimilation and a better quality of life is presumed assured. Such a strategy, however, in extreme cases may be fatal. For members of LGBTQ out-groups, identity across the life span is alternative to the pathological anatomical paradigm. In this way, LGBTQ Americans may be identified more by gender as who they are and less by genitalia.
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Chironi, Daniela. "Generations in the Feminist and LGBT Movements in Italy: The Case ofNon Una Di Meno." American Behavioral Scientist 63, no. 10 (March 6, 2019): 1469–96. http://dx.doi.org/10.1177/0002764219831745.
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The article analyses the participation of young people in emerging social movements, focusing on the experience of the Italian Non Una Di Meno (NUDM) movement combatting male violence against women. Challenging scholarly assumptions of growing youth apathy in democracies, the analysis reveals high levels of participation on the part of the younger population engaged in gender-related struggles. Hit by both conservative and austerity policies associated with the economic and political crisis, feminist and LGBTQI (lesbian, gay, bisexual, transgender, queer, and intersexual) Millennials reacted by increasing their involvement in contentious politics. In the protest arena, they have crossed paths with older generations, activating processes of exchange, but also intergenerational tensions. Based on original qualitative data from ten semi-structured interviews with movement activists in Florence and Bologna, this piece of research sheds light on the role of young people in the birth and evolution of NUDM, and the relationship between different generations of activists within this movement. More specifically, it explains continuities and discontinuities between veterans and younger activists’ sources of theoretical inspirations, organizational models and mobilization resources, strategic priorities and action repertoires. Millennials embrace intersectional feminism and queer theory; opt for grassroots, horizontal organizing; adopt a conflictual attitude towards the state, and dialogical, introspective dynamics within the movement. Intergenerational disagreements especially relate to sex work, and surrogate motherhood.
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Pereira, Henrique, Jéssica Pedro, Cindy Mendes, Mariana Duarte, and Patrícia G. Silva. "Psychosocial Impacts of COVID-19 Pandemic on Lesbian, Gay, and Bisexual People Living in Portugal and Brazil—A Qualitative Study." Journal of Psychosexual Health 3, no. 2 (April 2021): 146–59. http://dx.doi.org/10.1177/26318318211017466.
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Introduction: Not many studies have been reported from Portugal or Brazil to date, regarding the psychosocial impacts of COVID-19 on lesbian, gay, and bisexual (LGB) people, especially from a qualitative perspective. Materials and Methods: A convenience sample of 65 self-identified LGB individuals from Portugal and Brazil participated in this study. Thirty-two participants were from Portugal and 33 from Brazil. The average age was 34.48 years (standard deviation = 11.66), ranging from 19 to 67. We used an online interview approach in an asynchronous format. All study respondents completed a structured inquiry consisting of a short section of sociodemographic questions and a single open-ended question: “As a lesbian, gay, bisexual (or other) self-identified person, please elaborate on how the COVID-19 pandemic has impacted your life.” Results: The thematic analysis of participants’ responses revealed 9 recurring themes, encompassing 18 subcategories to occur: mental health (depression, anxiety, fear, anger, and loneliness), isolation (social distancing and leisure impediments), relationships (family and friends), work-related problems, education-related problems, financial problems, changes (behavioral changes and opportunity to grow), coping (seeking support, accessing information and physical activities), and LGBTQI (lesbian, gay, bisexual, transgender, queer and intersex) topics (health barriers, going back into the closet, pride celebration events, and online dating). Conclusions: Our results provide voice to LGB Portuguese and Brazilian people during the COVID-19 pandemic demonstrating specific challenges exacerbated by stigma and sexual discrimination amplified by preexistent social inequalities.
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Johnson, Nicolas. "LGBTQ Health Education." Academic Medicine 92, no. 4 (April 2017): 432. http://dx.doi.org/10.1097/acm.0000000000001601.
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Zurian, Francisco A., Francisco-José García-Ramos, and Lucía-Gloria Vázquez-Rodríguez. "Transnational Dissemination of Discourses on Non-normative Sexualities through Netflix: the Sex Education Case (2019-2020)." Comunicación y Sociedad 2021 (August 11, 2021): 1–22. http://dx.doi.org/10.32870/cys.v2021.8041.
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This paper analyzes the series Sex Education’s role in the transnational dissemination of discourses on non-normative sexualities, equality and LGBTIQ+ diversity. From a LGBTIQ+ Studies perspective, a mixed design with non-experimental ex-post-facto methodology has been applied through transmedia measurement instruments and the ILGA World and Global Attitudes reports. Netflix –through Sex Education– is confirmed to transnationally spread values of diversity and LGBTIQ+ equality in countries without full social and legal protection for such diversity, promoting the construction of alternative subjectivities.
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Wiratama, Ridhwan Biosia, Samsriyaningsih Handayani, and Soetjipto Soetjipto. "HIV/AIDS-RELATED FACTORS AMONGST THE LGBTQ PEOPLE IN SURABAYA." Majalah Biomorfologi 30, no. 2 (September 3, 2020): 69. http://dx.doi.org/10.20473/mbiom.v30i2.2020.69-77.
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Background: Acquired Immunodeficiency Syndrome (AIDS) is one of the diseases that cause death in the world caused by the Human Immunodeficiency Virus (HIV). Since it was first discovered in 1987 until December 2017, the number of person with AIDS was 102,667, and the number of person with HIV infections was 280,623. HIV/AIDS cases in East Java occupy the second highest position in Indonesia. Surabaya is the first city in East Java with 934 HIV cases in 2017. LGBTQ is one of the groups at risk of getting HIV/AIDS with prevalence was 24.82%. Objective: The purpose of this study was to analyze the factors that influence LGBTQ related to the incidence of HIV/AIDS in Surabaya. Material and Method: This study was an analytic research using a cross sectional approach. The subject was 80 LGBTQ respondents. Data was collected using questionnaires then analyzed using Chi-square test, with α = 0.05. Result: The highest age group was 42-46 years (22.5%), the last level of education was dominated by high school (41.3%), and the most types of work were private employees (47.4%). There was no correlation between predisposing factors in the form of knowledge about HIV/AIDS and respondent's HIV status (p = 0.729), there was no correlation between enabling factors in the form of condoms and respondent's HIV status (p = 0.624), there was no correlation between the reinforcing factor in the form of family support with the HIV status of the respondent (p = 0.674) and there was no correlation between preventive behavior and the HIV status of the respondent (p = 0.540). Conclusion: The need for support between LGBTQs for the dangers of HIV/AIDS and LGBTQ should be more aware of their own health and environment with their social patterns
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Perger, Nina. "LGBTIQ+ Youth and Experiences with Violence in Education." Ars & Humanitas 12, no. 1 (July 20, 2018): 88–103. http://dx.doi.org/10.4312/ah.12.1.88-103.
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In the article, we focus on young LGBTIQ+ individuals’ experiences with violence in education. Research show that LGBTIQ+ youth are targeted with various forms of violence within education; while most research focuses on peer-to-peer violence, the violence perpetrated by school workers, and their inactivity when it comes to addressing violence on the basis of gender and sexual identity, is often neglected. In the article, data gathered in the research Everyday life of young LGBTIQ+ individuals, as implemented by Pride Association in 2017, is presented. A total of 751 young LGBTIQ+ individuals aged between 16-30 participated in this research. In this article we focus on a specific aspect regarding their experiences with violence in education, namely, their experiences with violence perpetrated by schoolmates and school workers, including teachers and counsel workers, as well as on their feelings of safety in the school hallways and classrooms. Such violence is often addressed by ‘bullying discourse’, which rarely takes into account hetero- and cisnormative social structures and their manifestations in education, and it predominantly addresses bullying as a form of individual pathology and not as practices of violence that derive their disciplinary power in terms of enforcing normative enactments of gender and sexuality. In this regard, violence against young LGBTIQ+ individuals in education should be addressed within a broader framework that takes into account social power relations.
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Perger, Nina. "LGBTIQ+ Youth and Experiences with Violence in Education." Ars & Humanitas 12, no. 1 (July 20, 2018): 88–103. http://dx.doi.org/10.4312/ars.12.1.88-103.
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In the article, we focus on young LGBTIQ+ individuals’ experiences with violence in education. Research show that LGBTIQ+ youth are targeted with various forms of violence within education; while most research focuses on peer-to-peer violence, the violence perpetrated by school workers, and their inactivity when it comes to addressing violence on the basis of gender and sexual identity, is often neglected. In the article, data gathered in the research Everyday life of young LGBTIQ+ individuals, as implemented by Pride Association in 2017, is presented. A total of 751 young LGBTIQ+ individuals aged between 16-30 participated in this research. In this article we focus on a specific aspect regarding their experiences with violence in education, namely, their experiences with violence perpetrated by schoolmates and school workers, including teachers and counsel workers, as well as on their feelings of safety in the school hallways and classrooms. Such violence is often addressed by ‘bullying discourse’, which rarely takes into account hetero- and cisnormative social structures and their manifestations in education, and it predominantly addresses bullying as a form of individual pathology and not as practices of violence that derive their disciplinary power in terms of enforcing normative enactments of gender and sexuality. In this regard, violence against young LGBTIQ+ individuals in education should be addressed within a broader framework that takes into account social power relations.
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Freyn, Amy L. "Exploring LGBTQ Literature in Ecuador: Why it Matters." Journal of University Teaching and Learning Practice 16, no. 5 (December 1, 2019): 86–99. http://dx.doi.org/10.53761/1.16.5.7.
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This study explored what university students in Ecuador learned in a first ever LGBTQ Literature course, as well as if the course helped to build LGBTQ allies. The research explores not only the pedagogical strategies used in the development of and during the course, but also proposes a LBGTQ+ ally development teaching framework that can guide teachers in developing curricula around LGBTQ literature that will not only work against homophobia, heteronormativity, and heterosexism, but also provide teachers with an ultimate goal of developing LGBTQ allies in their schools. The results of the qualitative phenomenological research suggest that students not only learned by reading LGBTQ Literature, they also learned to become active, to use their voices, to embrace themselves and others, and to become stronger LGBTQ allies.
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Williams, Virginia Kay, and Nancy Deyoe. "Controversy and Diversity: LGBTQ Titles in Academic Library Youth Collections." Library Resources & Technical Services 59, no. 2 (May 11, 2015): 62. http://dx.doi.org/10.5860/lrts.59n2.62.
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Academic libraries supporting education and library science programs collect youth literature to support courses that teach students to evaluate and use books with children and teenagers. Although children’s and young adult literature with lesbian, gay, bisexual, transgender, and queer (LGBTQ) content is often controversial, this literature is being discussed in both the education and library literature. This paper discusses the literature on LGBTQ youth literature, explores the extent to which academic libraries supporting education and library science programs collect recently published LGBTQ youth literature, and concludes that academic librarians responsible for youth collections should evaluate their LGBTQ holdings to ensure that they are meeting the needs of future teachers and educators for access to these books. The paper offers suggestions for assessing collections, locating LGBTQ youth titles, and updating selection procedures to build a more inclusive collection.
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Spiekermeier, Megan. "LGBTQ Education: Earn Your “A”." Journal for Nurse Practitioners 13, no. 8 (September 2017): 580–81. http://dx.doi.org/10.1016/j.nurpra.2017.05.091.
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Cech, Erin A., and William R. Rothwell. "LGBTQ Inequality in Engineering Education." Journal of Engineering Education 107, no. 4 (October 2018): 583–610. http://dx.doi.org/10.1002/jee.20239.
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Moorhead, Laura. "LGBTQ+ visibility in the K–12 curriculum." Phi Delta Kappan 100, no. 2 (September 24, 2018): 22–26. http://dx.doi.org/10.1177/0031721718803565.
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Increasingly, policy makers, educators, and school systems are embracing LGBTQ+ individuals and issues in the classroom. This fall, California’s K-12 classrooms began using LGBTQ-inclusive textbooks, and, for the last three years, a San Francisco high school has offered an LGBTQ Studies course, likely the first in the country and a pilot for others in the district. Though far from typical, these efforts — and the LGBTQ Studies course in particular — present an opportunity to see how inclusive LGBTQ+ curriculum is playing out in schools, offering guidance on how best to encourage understanding and acceptance of gender and sexuality among students.
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Goodrich, Andrew. "Counterpoint in the music classroom: Creating an environment of resilience with peer mentoring and LGBTQIA+ students." International Journal of Music Education 38, no. 4 (August 8, 2020): 582–92. http://dx.doi.org/10.1177/0255761420949373.
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LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual) students face significant challenges that include peer harassment and health risks surpassing those of students who do not identify as being gay. Learning environments that include peer mentoring promote resilience and help LGBTQIA+ students gain a sense of well-being. Researchers in music education have recently begun to explore the various complexities that exist in the recognition of sexual orientation in the music classroom, yet research on how peer mentoring assists LGBTQIA+ students with resilience is noticeably absent. Drawing upon available educational research, the social-ecological framework of resilience served as the theoretical framework with how teachers can work with LGBTQIA+ students to become resilient through the process of peer mentoring. Five themes surfaced while conducting this review: the necessity of (a) setting the foundation for peer mentoring, (b) creating safe spaces, (c) encouraging socialization, (d) establishing leadership and identity, and (e) acknowledging intersectionality. Peer mentoring contributes to student well-being and positive sexual identity for LGBTQIA+ students. Salient concepts found in the literature can aid LGBTQIA+ students in the music classroom and inform future research in music education by portraying ways music teachers can use peer mentoring to create an environment of resilience for LGBTQIA+ students.
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Taylor, Donald M., Brent C. Talbot, Edward J. Holmes, and Trent Petrie. "Experiences of LGBTQ+ Students in Music Education Programs Across Texas." Journal of Music Teacher Education 30, no. 1 (June 26, 2020): 11–23. http://dx.doi.org/10.1177/1057083720935610.
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We examined the experiences of 95 lesbian, gay, bisexual, transgender, and queer (LGBTQ+) music education majors, along with 39 heterosexual allies, who were student members of the Texas Music Educators Association. Participants addressed curricular practices and institutional factors that lend themselves to LGBTQ+ inclusion and safety among students, faculty, and staff. We collected data through an anonymous online survey, which included questions related to LGBTQ+ students’ experiences in their programs and across campuses. Five students participated in follow-up interviews designed to provide more in-depth information about their classroom experiences and campus-level actions taken to promote systemic change. Through multivariate analyses, as well as content analysis of the qualitative data, we found that although preservice music teachers in Texas feel accepted and supported in their music teacher education programs, they are entering the field feeling underprepared to address LGBTQ+ issues and support students who identify as such.
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Boyland, Lori G., Kimberley M. Kirkeby, and Margaret I. Boyland. "Policies and Practices Supporting LGBTQ Students in Indiana’s Middle Schools." NASSP Bulletin 102, no. 2 (June 2018): 111–40. http://dx.doi.org/10.1177/0192636518782427.
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Principals should lead for social justice, particularly in support of marginalized and vulnerable students like lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents. This quantitative survey-based study collected data from 116 middle grade principals in Indiana to examine the implementation of antibullying policies and best practices supporting LGBTQ students. Findings suggest that utilization of research-based policies and practices may provide protection and support to LGBTQ students from bullying and discrimination at school. Implications for practice include integration of findings with essential research on bullying and LGBTQ youth.
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Ruedas, Nina Grace, Terri Wall, and Christopher Wainwright. "Combating LGBTQ+ health disparities by instituting a family medicine curriculum." International Journal of Psychiatry in Medicine 56, no. 5 (July 25, 2021): 364–73. http://dx.doi.org/10.1177/00912174211035206.
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Research shows that a growing number of people in the United States are identifying as LGBTQ+. Therefore, it is more important than ever that clinicians are trained to be knowledgeable, inclusive, and culturally aware. Unfortunately, there is a lack of LGBTQ+ health education requirements in graduate medical education. As a result, fewer clinicians are prepared to care for this growing population. The shortage of knowledgeable clinicians contributes to LGBTQ+ health disparities and barriers to care. One strategy to combat these deficiencies in health care is for Family Medicine residency programs to create and carry out an LGBTQ+ health curriculum. This article will review LGBTQ+ health topics, identify efforts that Family Medicine residency programs can make, and summarize curriculum developments made by the St. Vincent's Family Medicine Residency Program.
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Panetta, Brian J. "Understanding an Invisible Minority: A Literature Review of LGBTQ+ Persons in Music Education." Update: Applications of Research in Music Education 40, no. 1 (May 10, 2021): 18–26. http://dx.doi.org/10.1177/87551233211015730.
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The topics of inclusivity and diversity in music education have drawn increased attention to how different minority groups experience music education. Unlike concerns surrounding most gender and race issues, lesbian, gay, bisexual, trans, queer, and other sexual and/or gender minority (LGBTQ+) students and teachers are not always as visibly identifiable as other minority groups and therefore can easily be overlooked. In this literature review, I examine research specific to the LGBTQ+ community, representing an invisible minority group in music classrooms with the aim to raise awareness of the unique obstacles that LGBTQ+ music teachers and students face, so that further discussions engaging music educators might have a stronger knowledge base. Findings suggests that many LGBTQ+ music educators struggle to fully embrace their identity, often having to negotiate professional and personal personalities out of fear or uncertainty. Although music classrooms are often considered safe spaces for LGBTQ+ students, the music curriculum should be more inclusive.
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Drezner, Noah D., and Jason C. Garvey. "LGBTQ Alumni Philanthropy." Nonprofit and Voluntary Sector Quarterly 45, no. 1_suppl (July 30, 2015): 52S—71S. http://dx.doi.org/10.1177/0899764015597780.
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Using a constructivist case study analysis, we explore philanthropy toward higher education among lesbian, gay, bisexual, transgender, and queer (LGBTQ) alumni, examining how a person’s LGBTQ identity and experiences (un)consciously affects his, her, or hir1 decision to give philanthropically. Data come from focus groups with 37 advancement staff and 23 LGBTQ alumni at two research extensive universities. Findings reveal unconscious influences of LGBTQ identities on giving, importance of campus climate for LGBTQ individuals, and LGBTQ alumni affinity group involvement. We draw implications from our findings, discussing the need to create a warm campus climate for current students, increase and encourage involvement within LGBTQ affinity groups, systematize data collection to include LGBTQ identities, and develop culturally sensitive solicitations.
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Waling, Andrea, and James A. Roffee. "Supporting LGBTIQ+ students in higher education in Australia: Diversity, inclusion and visibility." Health Education Journal 77, no. 6 (March 30, 2018): 667–79. http://dx.doi.org/10.1177/0017896918762233.
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Objective: Using student narratives of experiences of exclusion and non-inclusion at university, this paper builds an evidence base for, and explores ways in which universities can respond to, the contemporary concerns of lesbian, gay, bisexual, transgender/transsexual, intersex and queer/questioning (LGBTIQ+) undergraduate students. Design: Qualitative exploratory study of undergraduate students who identify as LGBTIQ+ regarding their experiences of exclusion and non-inclusion at university. Setting: Large metropolitan university in Australia. Methods: Sixteen semi-formal interviews with undergraduate students who identify as LGBTIQ+ attending a large Australian university. Data were analysed using phenomenological analysis. Results: Students indicated university-level gaps in service provision and failures to support them in their attempts to access, or create opportunities to access, information regarding sexual and mental health and improve inclusion. They also indicated the importance of queer visibility and its impact in creating a positive experience for LGBTIQ+ members of a campus community. Conclusions: Universities should be aware of the need for formalised diversity and inclusion programmes to tackle contemporary experiences of exclusion. Universities can harness and support student initiatives to better serve the LGBTIQ+ campus community, responding to gaps in knowledge, resources and service needs. These gaps include resources and information regarding sexual health, the provision of gender-neutral toilets and other facilities, and support for peer-led programmes to enhance inclusion. Universities should help increase the visibility of a diverse queer presence on campus to help prevent experiences of exclusion.
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Neill, Kathryn, M. Kathryn Allison, Diane M. Jarrett, Masil George, Daniel Knight, and Wendy Ward. "Designing an interprofessional Facebook discussion group to teach about LGBTQ healthcare disparities and inclusive practices." Health Education Journal 80, no. 5 (February 18, 2021): 567–83. http://dx.doi.org/10.1177/0017896921993846.
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Objective: Training on lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ) healthcare and inclusive practice is lacking in curricula across health professions, contributing to health disparities. The purpose of this study was to evaluate an interprofessional learning activity on LGBTQ healthcare disparities and inclusive practices delivered in a closed Facebook group. Design: Asynchronous, online platforms, like social media, offer a simple means of connection and discussion for interprofessional education. Setting: An academic health centre in the Southern USA. Methods: The learning activity consisted of (1) pre- and post-quizzes assessing knowledge about LGBTQ healthcare, (2) content review of required readings and a video and (3) daily discussion threads. Students completed individual reflection essays about interprofessional education and practice and the Quadruple Aim. Results: Two cohorts of interprofessional students completed the activity. Average quiz scores increased post-activity. Both the Facebook discussion threads and reflection essays demonstrated that students recognised the need to incorporate LGBTQ-inclusive practices into their future professional practice, as well as recognised the valuable insight of their interprofessional team members. Students had mixed perspectives about Facebook as a discussion platform for interprofessional education. Conclusion: Facebook groups provide a feasible platform to implement interprofessional education on LGBTQ-inclusive healthcare practice and stimulate student discussion.
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Stern, Molly. "Perspectives of LGBTQ Youth and Pediatricians in the Primary Care Setting: A Systematic Review." Journal of Primary Care & Community Health 12 (January 2021): 215013272110443. http://dx.doi.org/10.1177/21501327211044357.
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Objectives: Conduct a systematic review designed to determine needs and experiences of LGBTQ adolescents in the pediatric primary care setting and to the ability of primary care practitioners to provide the most inclusive care to LGBTQ adolescents. Methods: PubMed, CINAHL, and Embase searches using the following keywords: LGBTQ, Adolescents, Pediatrics, Sexual-Minority, Gender-Identity, and primary care, to identify peer-reviewed publications from 1998 to 2017 that focused on stigma in the healthcare setting related to LGBTQ youth and the knowledge of healthcare providers on enhancing care for their sexual and gender minority patients. Article inclusion criteria include: primary research studies conducted in a pediatric primary care describing LGBTQ patients, pediatric patients as described by the American Academy of Pediatrics (AAP), and written in the English language. Articles were excluded if they used inaccurate definitions for LGBTQ identity, inappropriate patient ages outside of those defined by the AAP, and studies not in a pediatric primary care setting. Results: Four articles were identified for the review. Of the included articles, the majority of LGBTQ adolescents experience stigma in the healthcare setting. A limited number of physicians providing care to LGBTQ adolescents felt equipped to care for their sexual-minority patients due to lack of education and resources. Conclusions: The education of physicians should include a more detailed approach to providing care to the LGBTQ population, particularly to those training to become pediatricians. A standard guide to treating LGBTQ adolescents could eliminate stigma in the healthcare setting.
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Madireddy, Samskruthi, and Sahithi Madireddy. "Strategies for Schools to Prevent Psychosocial Stress, Stigma, and Suicidality Risks among LGBTQ+ Students." American Journal of Educational Research 8, no. 9 (September 14, 2020): 659–67. http://dx.doi.org/10.12691/education-8-9-7.
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Lewis, Maria M., and Sarah Kern. "Using Education Law as a Tool to Empower Social Justice Leaders to Promote LGBTQ Inclusion." Educational Administration Quarterly 54, no. 5 (April 9, 2018): 723–46. http://dx.doi.org/10.1177/0013161x18769045.
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Purpose: A significant and growing body of LGBTQ (lesbian, gay, bisexual, transgender, queer) research examines the experiences of students, employees, and the substance of leadership training. This project aims to complement this work by taking a macro-level look at the broader legal and policy issues that may constrain or enhance a school district leader’s ability to promote LGBTQ inclusion. Through an examination LGBTQ issues, this article will explore the relationship between various sources of legal authority and the role of law in policy implementation. Method: This article employs legal research methodology to illuminate the breadth of the law affecting LGBTQ issues in schools. Findings: The impact of law on education policy and practice is far-reaching and complex. LGBTQ law is composed of many intersecting sources of legal authority. This article argues that legal literacy is more than a tool that can be used to avoid legal liability; it can be used as a proactive advocacy tool to promote social justice and LGBTQ inclusion. Implications: Educational leaders, researchers, and leadership preparation programs need to be aware of the ways in which the law can hinder or support social justice leadership. As such, this article includes implications for research, policy, practice, and leadership preparation.
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Garrett, Matthew L., and Fred P. Spano. "An examination of LGBTQ-inclusive strategies used by practicing music educators." Research Studies in Music Education 39, no. 1 (March 25, 2017): 39–56. http://dx.doi.org/10.1177/1321103x17700702.
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The purpose of this research was to examine LGBTQ-inclusive strategies used by practicing music educators in the United States. Participants ( N = 300) in a nonprobabilistic sample completed a survey inquiring as to their comfort using LGBTQ-inclusive strategies in a school music class, their perceptions of barriers to LGBTQ inclusion, and whether they had received training related to LGBTQ issues. Self-identified heterosexual respondents were requested to complete an additional set of questions to determine their attitudes toward lesbians and gay men. Additional questions were used to capture demographic data including (1) years of teaching experience, (2) school and community types, and (3) racial, ethnic, gender, and sexual identity. Results revealed that respondents self-identifying as heterosexual generally held positive attitudes toward lesbians and gay men. Results suggest that music teacher participants in this study were aware of heterosexist language in their learning environments and likely to discourage this type of classroom behavior. Overall, respondents appeared not to be worried about the various stakeholders (administrators, parents, and colleagues) in their educational environment. The majority of music teachers surveyed indicated that they received no pre-service training (91.3%, n = 274) and no in-service training (87.3%, n = 262) relevant to LGBTQ inclusion. Respondents who had received in-service training, however, were more comfortable discussing LGTBQ issues in their classrooms and promoting LGBTQ awareness in their schools. Findings from this study suggest that in-service professional development related to LGBTQ issues may increase the use of LGBTQ-inclusive strategies used in music classrooms.
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Kavanagh, Sarah Schneider. "From Contagious to Resilient and Beyond: A Periodization of Four Decades of Educational Research on LGBTQ Issues." International Journal of Multicultural Education 18, no. 3 (October 28, 2016): 95. http://dx.doi.org/10.18251/ijme.v18i3.1224.
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This article presents a periodization of educational research on lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues between 1970 and 2010. Developed through a frame analysis of 105 educational research reports, the periodization maps ideological and chronological patterns in the conceptual frames of research on LGBTQ issues. Five paradigmatic frames for understanding LGBTQ issues in education are discussed: (a) homosexuality as a social contagion; (b) homosexuality as a private identity; (c) LGB youth as “at-risk”; (d) LGBTQ youth as victims; and (f) LGBTQ youth as resilient. The author calls for an expansion beyond individual-level analyses into investigations of educational practice.
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Coley, Jonathan S., and Dhruba Das. "Creating Safe Spaces: Opportunities, Resources, and LGBTQ Student Groups at U.S. Colleges and Universities." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312097147. http://dx.doi.org/10.1177/2378023120971472.
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Research shows that lesbian, gay, bisexual, transgender, and queer (LGBTQ) student groups facilitate LGBTQ students’ personal development. Nevertheless, we know little about the prevalence of LGBTQ student groups and why some colleges and universities are home to LGBTQ student groups while others are not. Drawing on our original database of officially recognized LGBTQ student groups across all four-year, not-for-profit U.S. colleges and universities, we first show that LGBTQ student groups can be found at 62 percent of U.S. colleges and universities. Guided by social movement theory, and employing logistic regression analyses, we then show that LGBTQ groups are more likely to be present in favorable political contexts (Democratic-leaning states), favorable educational sectors (public and secular schools), and schools that have the human and organizational resources necessary to support them. The study advances scholarship on LGBTQ issues in higher education and holds important practical implications for students working to promote LGBTQ inclusion in U.S. schools.
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Liang, Xinyun (Meg), and Caroline Cohrssen. "Towards creating inclusive environments for LGBTIQ-parented families in early childhood education and care settings: A review of the literature." Australasian Journal of Early Childhood 45, no. 1 (December 8, 2019): 43–55. http://dx.doi.org/10.1177/1836939119885304.
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With Australia’s overwhelming ‘Yes’ vote on marriage equality in November 2017, the need for early childhood educators to ensure that understandings of ‘family’ reflected in early childhood education and care settings include lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) parents and their children, is further reinforced. Here, a review of recent literature is framed by an ecological systems approach in order to identify key influences on the lived experiences of LGBTIQ parents and their children in the context of early learning centres. Attention is drawn to the need for further research that identifies how best to equip early childhood educators to ensure that all children and their families feel a sense of belonging and representation in their early childhood education settings.
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GILBERT, JEN, JESSICA FIELDS, LAURA MAMO, and NANCY LESKO. "Intimate Possibilities: The Beyond Bullying Project and Stories of LGBTQ Sexuality and Gender in US Schools." Harvard Educational Review 88, no. 2 (June 1, 2018): 163–83. http://dx.doi.org/10.17763/1943-5045-88.2.163.
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In this article, Jen Gilbert, Jessica Fields, Laura Mamo, and Nancy Lesko explore the Beyond Bullying Project, a multimedia, storytelling project that invited students, teachers, and community members in three US high schools to enter a private booth and share stories of lesbian, gay, bisexual, trans, and queer (LGBTQ) sexuality and gender. While recent policy making and educational research have focused on links between LGBTQ sexuality and gender, bullying, and other risks to educational and social achievement, Beyond Bullying aimed to identify the ordinary stories of LGBTQ sexuality and gender that circulate in schools and that an interventionist framing may obscure. After offering an overview of the method in Beyond Bullying, this article connects narratives of LGBTQ desire, family, and school life to the intimate possibilities—who students and teachers are, who they want to be, and the social worlds they want to build—available to them in schools.
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Gezinski, Lindsay. "Addressing Sexual Minority Issues in Social Work Education: A Curriculum Framework." Advances in Social Work 10, no. 1 (March 19, 2009): 103–13. http://dx.doi.org/10.18060/168.
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This paper will explore a curriculum framework that explicitly addresses the reduction of heterosexism as a means to produce students that are culturally competent of the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community. Van Den Bergh and Crisp (2004) place great importance on addressing beliefs/attitudes, knowledge, and skills when broaching culturally competent practice with the LGBTQ population. Beliefs/attitudes, knowledge, and skills in an educational approach will be advocated in this paper. Specifically, the creation of a constructivist environment will be endorsed as a means for students to critically assess their own beliefs/attitudes, knowledge, and skills. A curriculum framework that utilizes classroom activities related to heterosexual privilege, policy, and practice role plays will be discussed. This curriculum framework is intended to prepare social work students to work with LGBTQ clients.
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Muñoz Sánchez, Carlos Mario, and Robert Ojeda Pérez. "Queer International Relations, Internationalization & Stellar Education: Characterizing Gayborhoods Latin America." Oralidad-es 6 (December 23, 2020): 1–17. http://dx.doi.org/10.53534/oralidad-es.v6a7.
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The LGBTQ+ movement has been advocating for their rights all over Latin America, thus each country had faced and still faces particular characteristics (legal, cultural, political and social) in order to advocate for the movement rights leading to different methodologies and theories, from anthropological narratives, to analyse it. For instance, Globalized Gayborhoods -as a typology- describe the LGBTQ+ rights status all over the world, specifically in capital cities, and therefore including some Latin-American cities. Regarding this typology, and by questioning it, we ask: How gayborhoods can be characterised in Latin America under Queer IR, internationalization, and narratives under the scope of Staller Education? Thus, we propose Gayborhoods Lat (Latin America) as places that characterise the status of the LGBTQ+ rights in the region based on Queer International Relations, internationalization, and some oral narratives from Stellar Education.
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Parmenter, Joshua G., Renee V. Galliher, and Adam D. A. Maughan. "An Exploration of LGBTQ+ Community Members’ Positive Perceptions of LGBTQ+ Culture." Counseling Psychologist 48, no. 7 (June 25, 2020): 1016–47. http://dx.doi.org/10.1177/0011000020933188.
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Although a large body of literature addresses sexual and gender identity development, little research has focused on definitions, conceptualization, and identification with LGBTQ+ culture. Fourteen LGBTQ+ emerging adults (age 20–25 years) with a diverse array of intersecting identities participated in semi-structured individual interviews aimed at exploring the construct of LGBTQ+ culture. Five of the 14 participants also participated in focus groups to further explore the conceptualization of LGBTQ+ culture that was identified in the individual interviews. Participants described the LGBTQ+ culture as a culture of survival, acceptance, and inclusion. Most participants reported a sense of pride and importance in identifying with the broader LGBTQ+ culture and believed it was beneficial in their identity development. A multidimensional conceptualization of LGBTQ+ identity development was proposed to understand the multiple levels of identifying as a marginalized sexual and/or gender diverse individual. We discuss implications for practice, education, and training.
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Schabath, Matthew B., Catherine A. Blackburn, Megan E. Sutter, Peter A. Kanetsky, Susan T. Vadaparampil, Vani N. Simmons, Julian A. Sanchez, Steven K. Sutton, and Gwendolyn P. Quinn. "National Survey of Oncologists at National Cancer Institute–Designated Comprehensive Cancer Centers: Attitudes, Knowledge, and Practice Behaviors About LGBTQ Patients With Cancer." Journal of Clinical Oncology 37, no. 7 (March 1, 2019): 547–58. http://dx.doi.org/10.1200/jco.18.00551.
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PURPOSE To identify potential gaps in attitudes, knowledge, and institutional practices toward lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) patients, a national survey of oncologists at National Cancer Institute–Designated Comprehensive Cancer Centers was conducted to measure these attributes related to LGBTQ patients and desire for future training and education. METHODS A random sample of 450 oncologists from 45 cancer centers was selected from the American Medical Association’s Physician Masterfile to complete a survey measuring attitudes and knowledge about LGBTQ health and institutional practices. Results were quantified using descriptive and stratified analyses and by a novel attitude summary measure. RESULTS Of the 149 respondents, there was high agreement (65.8%) regarding the importance of knowing the gender identity of patients, which was contrasted by low agreement (39.6%) regarding the importance of knowing sexual orientation. There was high interest in receiving education regarding the unique health needs of LGBTQ patients (70.4%), and knowledge questions yielded high percentages of “neutral” and “do not know or prefer not to answer” responses. After completing the survey, there was a significant decrease ( P < .001) in confidence in knowledge of health needs for LGB (53.1% agreed they were confident during survey assessment v 38.9% postsurvey) and transgender patients (36.9% v 19.5% postsurvey). Stratified analyses revealed some but limited influence on attitudes and knowledge by having LGBTQ friends and/or family members, political affiliation, oncology specialty, years since graduation, and respondents’ region of the country. CONCLUSION This was the first nationwide study, to our knowledge, of oncologists assessing attitudes, knowledge, and institutional practices of LGBTQ patients with cancer. Overall, there was limited knowledge about LGBTQ health and cancer needs but a high interest in receiving education regarding this community.
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Chen, Sally Xiaojin. "Relational interaction and embodiment: Conceptualizing meanings of LGBTQ+ activism in digital China." Communication and the Public 5, no. 3-4 (September 2020): 134–48. http://dx.doi.org/10.1177/2057047320969438.
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This article theoretically and empirically explores meanings of recent activism practised by lesbian, gay, bisexual, transgender, queer and other non-heterosexual groups (LGBTQ+) in China. Chinese LGBTQ+ individuals, like the majority of Chinese citizens, are generally self-restrained in popular contention because of the political risks involved. They also face widespread discrimination from the public when revealing their LGBTQ+ identities. This article is concerned with the perceived meanings of Chinese LGBTQ+ individuals suppressing engrained self-constraint to promote LGBTQ+ contention and certain level of collective action. Theoretically, I conceptualize Chinese LGBTQ+ protests as relational interactions undertaken by LGBTQ+ individuals with other people of queer identities (ingroup members), authorities and the public based on the logic of connective action. I also explore the concepts of embodiment and online embodiment to understand individuals’ sensual experiences during LGBTQ+ contention. Empirically, I examine university student Qiu Bai’s lawsuits with the Education Ministry and her social media campaign against homophobic textbooks. Drawing on in-depth interviews and textual analysis, the case study provides a dialectical account of individuals’ experience of embodiment and self-constraint.
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English, Ross, and Kieran Fenby-Hulse. "Documenting Diversity: The Experiences of LGBTQ+ Doctoral Researchers in the UK." International Journal of Doctoral Studies 14 (2019): 403–30. http://dx.doi.org/10.28945/4328.
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Aim/Purpose: This article provides a much needed insight into the experiences of doctoral researchers in the UK that identify as Lesbian, Bisexual, Gay, Trans-, Queer, or outside of heteronormative or cis-normative identities (LGBTQ+) to address the question of what support, culture, and pedagogy might better support doctoral researchers who identify as LGBTQ+. Background: While experiences of LGBTQ+ students in UK Higher Education have been explored in recent studies, the experiences of doctoral students have not been differentiated, documented, or analyzed. Methodology: Through an online questionnaire sent to UK institutions, this study captures and reflects on the diverse experiences of doctoral education. The study took a predominantly phenomenological approach, placing the focus on understanding how individual researchers experienced their working environment. Contribution: This questionnaire offers a ‘campus climate’ study, providing a much-needed insight into the experiences of doctoral researchers in the UK in 2017. The study also highlights the importance of acknowledging the diversity of doctoral researchers and adapting supervisory and institutional support to meet the differing needs of doctoral researchers. It considers themes such as the impact of the working environment, experiences of macroaggressions and harassment, the need for researchers to work internationally, and the visibility of role models. The complex nature of the supervisor-student relationship is also considered throughout. Findings: Although many LGBTQ+ doctoral students felt they were studying in a supportive institution, the questionnaire highlights a diverse range of inclusivity issues as well as direct instances of homophobic and/or transphobic behavior. Recommendations for Practitioners: From this questionnaire, it is concluded that there is a need for a critical examination of systems and spaces in which doctoral education takes place and the implementation of systems and spaces that are inclusive. There is a need for all those involved in doctoral education to understand how identifying as a LGBTQ+ researcher can impact on your experience of doctoral education. And, finally, there is a need for better LGBTQ+ visibility, better representation, and better mentoring. Recommendation for Researchers: If doctoral education is to meet the needs of an increasingly diverse workforce, research needs to take into account the views and experiences of minority and marginalized groups that may challenge or be in tension with the views of the larger research population. Impact on Society: As the demographic of the doctoral researcher population diversifies, it is increasingly important that our approach to doctoral education and the systems and processes that underpin doctoral education are adapted to meet the needs of that diverse population. Future Research: There is potential scope for future studies to focus specifically on issues of intersectionality, disciplinary differences, health and wellbeing, representation, voice, and agency, as well as productivity, attainment, and career development of LGBTQ+ doctoral researchers.
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Dr. Kamini C. Tanwar, Mr Vanshaj Gandhi,. "Study of Psychological Distress among Sexual and Gender Minorities and Cishet Young Adults of India and United States of America." Psychology and Education Journal 58, no. 1 (January 29, 2021): 789–98. http://dx.doi.org/10.17762/pae.v58i1.831.
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Thedecriminalisation of homosexuality on September 6, 2018 in India has led to focus of Indian researchers towards mental health of Sexual and Gender Minorities (SGMs) who face day-to-day challenges such as social-unacceptance, identity under-expression,discrimination and hate crimes. The present study focuses onanalysing psychological distress among one of the most developed country i.e. United States of America (US) and the fast-developing country i.e. India with the inclusion of the LGBTQ+ and Cishet population. To fulfil the objective, data was collected from 200 young adults falling under 18-40 years of age from both Indians (N=100) and Americans (N= 100) through Purposive Sampling Technique. Furthermore, there were 50 LGBTQ+ and 50 Cishet sample inboth group of each country. The responses were collected through SurveyMonkey. Every respondent was individually assessed using Kessler’s Psychological Distress Scale (K10; Kessler et al.,2002) for evaluating the extent of psychological distress in the individual.The data analysis was done by Independent sample t-test using IBM SPSS software.The results indicate that 1.) Young adults of India have higher psychological distress than that of Americansas well as both the group (LGBTQ+ and Cishet Population) of India have higher psychological distress than that of the US;2) LGBTQ+ population has higher psychological distress in comparison to Cishet population in both India and US as well as for young adults.
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Payne, Elizabethe C., and Melissa J. Smith. "Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools." Educational Administration Quarterly 54, no. 2 (August 3, 2017): 183–215. http://dx.doi.org/10.1177/0013161x17723426.
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Purpose: The purpose of this article is to provide insight to the multiple ways that school leaders resist, avoid, or block LGBTQ (lesbian, gay, bisexual, and transgender, queer, and questioning) professional development for their staff and, thus, resist the conversations around school responsibility to these students and families. Research Method: The data presented in this article include interviews and field notes drawn from evaluation studies of the Reduction of Stigma in Schools© professional development program and are related to a single emergent theme. Findings: School leaders who resisted LGBTQ professional development claimed such training was not relevant to their school contexts, the training would attract community backlash, the school board would not approve the training, or school personnel would not be interested in learning about LGBTQ students. Implications: The authors conclude that increasing LGBTQ content in educational leadership training is a necessary step for convincing school leadership that LGBTQ-competence is necessary for creating a positive school climate for all.
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Kearns, Laura-Lee, Jennifer Mitton-Kukner, and Joanne Tompkins. "Building LGBTQ awareness and allies in our teacher education community and beyond." Collected Essays on Learning and Teaching 7, no. 1 (May 20, 2014): 62. http://dx.doi.org/10.22329/celt.v7i1.3980.
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In this article we share the impact of a training program (Positive Space I and Positive Space II) on pre-service teachers’ understandings of and abilities to create safe spaces for Lesbian, Gay, Bi-sexual, Transgendered and Queering/Questioning (LGBTQ) youth and allies in our teacher-education program and in schools. Research has demonstrated LGBTQ youth are more likely to feel unsafe, alienated and more vulnerable than their heterosexual counterparts in schools and society. Our discussion focuses upon the impact of this training program, and considers challenges and best practices to build awareness and allies in our own higher-education context, as well as to help create better learning communities for LGBTQ youth and allies in schools. We suggest this particular program is an example of how to work towards the development of a pedagogy that does not oppress; one that truly embraces, celebrates, and honours all learners.
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Duvivier, Robbert J., and Elizabeth Wiley. "Health equity for LGBTQ people through education." Lancet 387, no. 10026 (April 2016): 1375. http://dx.doi.org/10.1016/s0140-6736(16)30079-4.
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