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This report is based on a survey conducted by the Centre for Family Research at the University of Cambridge with young people who are lesbian, gay or bisexual (or think they might be), concerning their experiences in secondary schools and colleges across Britain. Key findings: - Homophobic bullying continues to be widespread in Britain’s schools. More than half (55 per cent) of lesbian, gay and bisexual pupils have experienced direct bullying; - The use of homophobic language is endemic. …
In this report, Human Rights First has provided a comprehensive road map of practical steps that the United Nations High Commissioner for Refugees (UNHCR), the U.S. government, host states, and other key actors should take to protect LGBTI refugees from violence and provide them with equal access to protection and effective durable solutions. This road map will be particularly useful as UNHCR, U.S. agencies, and other actors take steps to implement commitments to address the gaps in protection facing vulnerable LGBTI refugees. …
Action Plan on Bullying, launched by the Minister for Education and Skills, and the Minister for Children and Youth Affairs, sets out twelve actions to help prevent and tackle bullying in primary and second level schools. Among the twelve actions recommended by the working group are proposals to: Support a media campaign focused on cyber bullying specifically targeted at young people as part of Safer Internet Day 2013; Establish a new national anti-bullying website; Begin development immediately of new national anti-bullying procedures for all schools. …
In this 2011 survey, the authors examine the experiences of LGBT students with regard to indicators of negative school climate: hearing biased remarks, including homophobic remarks, in school; feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression, or race/ethnicity; missing classes or days of school because of safety reasons; and experiencing harassment and assault in school. …
In the field of positive youth development programs, “empowerment” is used interchangeably with youth activism, leadership, civic participation and self-efficacy. However, few studies have captured what empowerment means to young people in diverse contexts. This article explores how youth define and experience empowerment in youth-led organizations characterized by social justice goals: high school Gay-Straight Alliances (GSAs). …
This article, based on empirical qualitative data gained from a survey and interviews with a group of early childhood educators, argues for the inclusion of sexual differences, or more specifically, gay and lesbian equity issues, in approaches to anti-bias. The article examines the discourses that prevail in the field, that perpetuate the perceived irrelevance, invisibility and exclusion of lesbian and gay issues in early childhood settings and education generally. …
This qualitative investigation studies the impact of belonging to a high school Gay/Straight Alliance (GSA or Alliance) on the lives of seven students. Individual and focus group interviews were conducted over a two-year time period. The author used voices of gay, lesbian, bi-sexual and straight students to relate the experiences unique to each participant. In addition, data from media and spoken transcripts, video tapes of news reports, grade records, and the GSA advisor's personal observations were analyzed and organized into a framework of seven categories of impact. …
This paper draws attention to the gendered nature of violence in schools. Recent recognition that schools can be violent places has tended to ignore the fact that many such acts originate in unequal and antagonistic gender relations, which are tolerated and ‘normalised’ by everyday school structures and processes. …
Currently, the establishment of Gay-Straight Alliances (GSA) in schools is one of the most visible and widely adopted strategies for calling attention to and addressing the needs of LGBT students. …
This study examined relationships between perceived heterosexism in high school policies and programs, social environments, and victimization rates among lesbian, gay, bisexual and questioning (LGBQ) students. Secondary analyses of Internet survey data from a large cohort of LGBQ students (N = 2037; 76% male, 82% White; mean age = 16.07; 56% gay or lesbian; 28% bisexual; 16% questioning) yielded moderate correlations between perceptions of non-discrimination and harassment policies, inclusive programs, and the prevalence and tolerance of anti-LGBQ harassment. …
Recent efforts of school personnel across the country to implement a variety of initiatives aimed at providing safe and tolerant learning environments for lesbian, gay, bisexual, and transgendered (LGBT) students have resulted in inclusion of homosexual identities in school curricula, identification of positive role models, counseling programs, and support groups. However, antigay attitudes and actions of students and teachers continue to persist. …
This study documents a school district’s coordinated response to an elementary student’s social transition from a gender variant boy to a female gender expression. Data were gathered through analysis of journal entries, lesson plans, and interviews with the child, guardian, and district personnel. Stakeholders reported a favorable outlook on the transition, particularly in the areas of classroom and school interventions, peer involvement, and maintaining safety for all. The greatest concerns related to communication and language. …
Youth with invisible challenges constitute a special area of concern for child and youth care workers. Youth struggling with gender and sexual orientation are reported to comprise ten percent of our youth population yet they may often be unknown to teachers and other school personnel. These adolescents face unique challenges in developing their identity and gaining social acceptance. This paper explores the challenges faced by these youth, the consequences of underserving this population and proposes some strategies for improving their educational experience.
This study investigated gay, lesbian, and bisexual adolescents' perceptions of their school environment, their experiences with victimization and professional support in school, and individual, peer, and family factors associated with their perceptions of and comfort in their school environments. Data were gathered from 136 self-identified gay, lesbian, and bisexual high school students in northern New England. …
The nature of public schooling, particularly at the early and middle childhood levels, makes designing critical qualitative studies around gay and lesbian issues in the school context problematic at best. This article provides a retrospective dialogue between an associate professor and her then Ph.D. candidate advisee that reflects on the tension created as they negotiated through the pitfalls and problems inherent in developing a workable proposal for a gay/lesbian school-based study. …
