| Subject: fyi: research, scholarly paper, books |
| From: "Reis, Beth" <Beth.Reis@kingcounty.gov> |
| Date: 6/8/2012 10:20 AM |
| To: IMPORTANTNEWS@safeschoolscoalition.org |
Dear Safe Schools Coalition Members and Friends:
Published this school year …
RESEARCH:
(1) New Research from California Safe Schools Coalition Shows LGBTQ-Inclusive Lessons Improve School Climate -
FREE
(5) School avoidance and substance use among lesbian, gay, bisexual, and questioning youths: The impact of peer victimization and adult support.
(6)
GLSEN Releases Groundbreaking Study of Bias, Bullying and Homophobia in Grades K-6
-
FREE
SCHOLARLY PAPER:
(7)
Protecting the Children: The Limits of School Restrictions on Anti-Gay Speech
-
FREE
BOOKS:
(8) Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families (School-Based Practice in Action)
(9) Safe Spaces: Making Schools and Communities Welcoming to LGBT Youth
(10) LGBT Youth in America's Schools
(11) Dignity for All: Safeguarding LGBT Students
***********************************
(1) New Research from California Safe Schools Coalition Shows LGBTQ-Inclusive Lessons Improve School Climate
Jun. 5, 2012
Press Release
FOR IMMEDIATE RELEASE
June 5, 2012
Gay-Straight Alliance Network and the California Safe Schools Coalition release the latest report in their School Research Brief series, “Lessons That Matter: LGBTQ Inclusivity
and School Safety.”
San Francisco –A report released today by Gay-Straight Alliance Network and the California Safe Schools Coalition (CSSC) provides new insight into the impact on individual students and school
climate as a whole when different class lessons include lesbian, gay, bisexual, transgender and queer (LGBTQ) people and issues.
“These data prove what Gay-Straight Alliance activists have known for years: when students have
factual lessons that honestly reflect the world and the people around them, they are more likely to succeed and feel safe in school,” said Carolyn Laub, Executive Director of Gay-Straight Alliance Network. “This important research supports emerging best practices
on the school, district, and state level, including California’s groundbreaking FAIR Education Act, which updates education guidelines to end the exclusion of lesbian, gay, bisexual and transgender people from social studies lessons.”
Among the report’s key findings is that LGBTQ-inclusive lessons, when rated by students as “mostly supportive,” positively impact school climate across the board. Additionally, any mention of
LGBTQ people or issues in class – supportive or not – increases individual students’ feelings of safety regardless of their sexual orientation. Physical education (PE) classes are the only exception, where “neutral/mixed” LGBTQ-inclusive lessons have a negative
effect on students.
“This new research clearly shows how important inclusive lessons can be in today’s schools,” said University of Arizona Professor Stephen T. Russell, the lead researcher for the California Safe
Schools Coalition. “At a time when there is more concern than ever about LGBTQ bullying and safety in schools, this research confirms that students need to see themselves reflected in lessons. When they do, they feel safer and more connected at school – and
the school climate is healthier for everyone.”
The Lessons That Matter report expands on previous research from organizations including the Gay, Lesbian, and Straight Education Network (GLSEN) as well as the California Safe Schools Coalition
that found a correlation between schools with LGBTQ-inclusive lessons and student-reported feelings of safety. Today’s report honed in on the specific classes and types of inclusive lessons that most positively impact school climate. The report analyzed data
from the California Safe Schools Coalition’s 2008 Preventing School Harassment (PSH) survey, which asked 1,232 students at 154 California high schools about school safety and the experiences of lesbian, gay, bisexual, transgender, queer, and questioning students
and their straight allies.
Download the full report: Lessons That Matter
###
Gay-Straight Alliance Network (GSA Network) is a national youth leadership organization that empowers youth activists to fight homophobia and transphobia in schools by training
student leaders and supporting student-led Gay-Straight Alliance clubs throughout the country. In California alone, GSA Network has brought GSA clubs to 56% of public high schools, impacting more than 1.1 million students at 880 schools. GSA Network's youth
advocates have played a key role in changing laws and policies that impact youth at the local and state level. GSA Network operates the National Association of GSA Networks, which unites 35 statewide networks of GSA clubs throughout the country. GSA Network
is also the founder of the Make It Better Project, which aims to stop bullying and prevent suicide.
www.gsanetwork.org
The California Safe Schools Coalition is a statewide partnership of organizations and individuals dedicated to eliminating discrimination and harassment on the basis of actual or perceived sexual
orientation and gender identity in California schools. The California Safe Schools Coalition’s chief goal is to ensure the effective and comprehensive implementation of the California Student Safety and Violence Prevention Act of 2000. www.casafeschools.org
******************
DOI:
10.1080/00098655.2011.611190
Sean Curriea,
Maralee Mayberrya &
Tiffany Chennevilleb
pages 56-60
Available online: 19 Dec 2011
Drawing upon research with
Gay-Straight Alliance (GSA) advisors, high-school principals, and two district-level administrators, we examine the potential and limits of the safe-space discourse that encompasses the aims of GSAs. We argue that this
discourse conceals heteronormative school environments, which supplies the groundwork for hostility perpetrated against LGBT
students. We then delineate three strategies–organizational, pedagogical, and systemic–toward altering the safe-space discourse to a forward-looking, social-justice discourse that fosters the eradication of heteronormative
school processes.
******************
DOI:
10.1080/10538720.2012.643285
Paul Kwona
&
Daniela S. Hugelshoferb
pages 62-79
Available online: 03 Feb 2012
The contact hypothesis (Allport,
19542.
Allport , G. W. 1954 . The nature of prejudice , Cambridge , MA : Addison-Wesley .
View all references) suggests that a speaker panel intervention may be effective in reducing prejudice toward sexual minorities among heterosexual individuals. Addressing methodological limitations of prior studies, the present study compared the
effects of a speaker panel presentation versus a control condition in altering attitudes among 186 heterosexual university
students. After controlling for context effects by collecting attitude measures presumably as part of a separate study, we found that
students who received the speaker panel intervention generally demonstrated more positive attitudes afterward.
**********************
DOI:
10.1080/13562517.2012.658564
Paige E. Averetta*
&
Archana Hegdeb
Available online: 23 Feb 2012
The present study assessed the attitudes of school professionals in training at an American university toward homosexuality and
their comfort, action-related disposition, and preparation to work with
gay and lesbian (GL) families and their children. Fifty-nine
students specializing in birth through kindergarten education and school social work participated in the study. Overall, participants held positive attitudes toward homosexuality, felt prepared to work with this population, and were willing to take action
on the issue. Nevertheless, the overall comfort in working with GL parents on a personal basis was low. The implications of these findings for the fields of early childhood and school social work higher education and in research are discussed.
**********************
(5) School avoidance and substance use among lesbian, gay, bisexual, and questioning youths: The impact of peer victimization and adult support.
Darwich, Lina; Hymel, Shelley; Waterhouse, Terry
Journal of Educational Psychology, Vol 104(2), May 2012, 381-392. doi: 10.1037/a0026684
Abstract: This study examined differences among lesbian, gay, bisexual, and questioning youths
in their perceptions of adult support. For socially stigmatized youths, adult support is of particular significance. However, there is very little understanding about how adult support protects youths from homophobic victimization as well as other risk factors.
In this study, 2 models depicting the influence of adult support on sexual orientation victimization (SOV), school avoidance, and substance use were examined. In the 1st model, the indirect impact of adult support on school avoidance and substance use via
SOV was examined. In the 2nd model, the role of adult support as a moderator buffering the impact of SOV on school avoidance and substance use was evaluated. Secondary students in Grades 8–12 from 18 schools in a large urban district (N = 19,551) took part
in a districtwide survey on the social experiences of youths within the school context. Results provided support for both models, confirming that adult support is an important contributor to school adjustment, although just how adult support protects youths
varied across different sexual orientation groups. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
http://psycnet.apa.org/psycinfo/2012-00884-001/
**********************
(6)
GLSEN Releases Groundbreaking Study of Bias, Bullying and Homophobia in Grades K-6
Jan 18, 2012
"Playgrounds and Prejudice: Elementary School Climate in the United States" First
National Study to Look at Homophobia, Gender Nonconformity in Elementary Schools
Gender Nonconforming Students at Particular Risk for Bullying, Many Teachers Unprepared to Address
Issues of Gender Expression, LGBT Families
NEW YORK - Jan. 18, 2012 - The Gay, Lesbian & Straight Education Network (GLSEN) today released a new report
on school climate, biased remarks and bullying, Playgrounds and Prejudice: Elementary School Climate in the United States. The report, based on national surveys of 1,065 elementary school students in 3rd to 6th grade and 1,099 elementary school teachers
of K-6th grade, examines students' and teachers' experiences with biased remarks and bullying, and their attitudes about gender expression and family diversity. The surveys were conducted by Harris Interactive on behalf of GLSEN during November and December
2010.
"School climate and victimization can affect students' educational outcomes and personal development at
every grade level," said GLSEN Executive Director Eliza Byard. "Playgrounds and Prejudice offers invaluable insights into biased remarks and bullying in America's elementary schools. The report also shows the need for elementary schools to do more to
address issues of homophobia, gender expression and family diversity."
GLSEN today also released
Ready, Set, Respect! GLSEN's Elementary School Toolkit,
an instructional resource developed to help educators address issues raised in Playgrounds and Prejudice, particularly teachers' willingness to address but lack of understanding of biased language, LGBT-inclusive family diversity and gender nonconformity.
"Over the past few years, there has been an increase in research on bullying in schools, including elementary
schools," said GLSEN Senior Director of Research & Strategic Initiatives Dr. Joseph Kosciw. "However, our report is one of the few that examines bias-based bullying at the elementary school level and the first to examine incidence of homophobic remarks and
the negative experiences of children who do not conform to societal standards in their gender expression from a national vantage point."
"Playgrounds and Prejudice articulates a desire among elementary educators to create optimal learning
environments for all students, but there is a larger need to provide educational tools and resources that enhance their understanding of gender nonconforming students and families with LGBT parents," said Byard. "Providing this kind of support to teachers
and school staff serving our nation's youngest students will build a lasting foundation of learning and development for all elementary school students."
Key Findings on Biased Language, Name-Calling and Bullying
·
The most common forms of biased language in elementary schools, heard regularly
(i.e., sometimes, often or all the time) by both students and teachers, are the use of the word "gay" in a negative way, such as "that's so gay," (students: 45%, teachers: 49%) and comments like "spaz" or "retard" (51% of students, 45% of teachers). Many also
report regularly hearing students make homophobic remarks, such as "fag" or "lesbo" (students: 26%, teachers: 26%) and negative comments about race/ethnicity (students: 26%, teachers: 21%).
·
Three-fourths of students (75%) report that students at their school are
called names, made fun of or bullied with at least some regularity. Most commonly this is because of students' looks or body size (67%), followed by not being good at sports (37%), how well they do at schoolwork (26%), not conforming to traditional gender
norms/roles (23%) or because other people think they're gay (21%).
Key Findings on Gender Non-Conforming Students
·
Nearly 1 in 10 of elementary students in 3rd to 6th grade (8%) indicate that
they do not always conform to traditional gender norms/roles - either they are boys who others sometimes think, act or look like a girl, or they are girls who others sometimes think, act or look like a boy.
·
Gender nonconforming students are less likely than other students to feel
very safe at school (42% vs 61%), and are more likely than others to indicate they sometimes do not want to go to school because they feel unsafe or afraid there (35% vs 15%). Gender nonconforming students are also more likely than others to be called names,
made fun of or bullied at least sometimes at school (56% vs 33%).
·
Less than half of teachers believe that a gender nonconforming student would
feel comfortable at their school (male student who acts or looks traditionally feminine: 44%, female student who acts or looks traditionally masculine: 49%)
·
Only a third (34%) of teachers report having personally engaged in efforts
to create a safe and supportive classroom environment for gender nonconforming students.
Key Findings on Family Diversity
·
Seven in ten students (72%) say they have been taught that there are many
different kinds of families. However, less than 2 in 10 (18%) have learned about families with gay or lesbian parents (families that have two dads or two moms).
·
While an overwhelming majority of elementary school teachers say that they
include representations of different families when the topic of families comes up in their classrooms (89%), less than a quarter of teachers report any representation of lesbian, gay or bisexual parents (21%) or transgender parents (8%).
·
Only a quarter (24%) of teachers report having personally engaged in efforts
to create a safe and supportive classroom environment for families with LGBT parents.
Key Findings on Teacher Preparedness
·
A majority of elementary school teachers believe they are obligated to ensure
a safe learning environment for gender nonconforming students (83%) and students with LGBT parents (70%). Eight in 10 teachers would feel comfortable addressing name-calling, bullying or harassment of students because a student is perceived to be gay, lesbian
or bisexual (81%) or is gender nonconforming (81%).
·
Less than half of teachers (48%) indicate that they feel comfortable responding
to questions from their students about gay, lesbian or bisexual people. There was a lower level of comfort found among teachers (41%) responding to questions from their students about transgender people.
·
A majority of teachers (85%) have received professional development on diversity
or multicultural issues, but less than half of teachers have ever received specific professional development on gender issues (37%) or on families with LGBT parents (23%).
Methodology
Findings in Playgrounds and Prejudice: Elementary School Climate in the United States came from online surveys conducted by Harris Interactive on behalf of GLSEN among 1,065 U.S. elementary school students in 3rd to 6th grade and 1,099 U.S. elementary
school teachers of Kindergarten to 6th grade. The national sample was drawn primarily from the Harris Poll Online (HPOL) opt-in panel and supplemented with sample from trusted partner panels. All respondents were invited to participate through password protected
emails. Interviews for students averaged 15 minutes in length and were conducted between November 3 and November 29, 2010. Interviews for teachers averaged 20 minutes in length and were conducted between November 11 and December 7, 2010. The data were weighted
to key demographic variables to align with the national population of the respective groups. No estimates of theoretical sampling error can be calculated. In addition, an online strategy session was conducted on June 14, 2010 among a group of 20 elementary
school teachers of grades ranging from Kindergarten to 6th grade to inform the development of the survey. Key informants (e.g., elementary school teachers, administrators, students, and teacher educators) reviewed the student and teacher surveys to assess
for comprehension and face validity. A full methodology is available upon request by contacting GLSEN Public Relations Manager Andy Marra at
amarra@glsen.org.
About GLSEN
GLSEN, the Gay, Lesbian & Straight Education Network, is the leading national education organization focused on ensuring safe schools for all students. Established in 1990, GLSEN envisions a world in which every child learns to respect and accept all people,
regardless of sexual orientation or gender identity/expression. GLSEN seeks to develop school climates where difference is valued for the positive contribution it makes to creating a more vibrant and diverse community. For information on GLSEN's research,
educational resources, public policy advocacy, student organizing programs and educator training initiatives, visit
www.glsen.org.
About Harris Interactive
Harris Interactive is one of the world's leading custom market research firms, leveraging research, technology, and business acumen to transform relevant insight into actionable foresight. Known widely for the Harris Poll and for pioneering innovative research
methodologies, Harris offers expertise in a wide range of industries including healthcare, technology, public affairs, energy, telecommunications, financial services, insurance, media, retail, restaurant, and consumer package goods. Serving clients in over
215 countries and territories through our North American and European offices and a network of independent market research firms, Harris specializes in delivering research solutions that help us - and our clients - stay ahead of what's next. For more information,
please visit www.harrisinteractive.com.
###
***************************
(7)
Protecting the Children: The Limits of School Restrictions on Anti-Gay Speech
Abstract:
Lower courts have reached fundamentally incompatible conclusions about schools' ability to protect students from harmful anti-gay speech. To resolve this conundrum, I examine jurisprudence on protecting minors from harmful speech -- like pornography or pro-drug
advocacy -- in and out of school. Under this jurisprudence, schools have broad authority to restrict anti-gay speech because it harms the psychological well-being of gay students and invades their right to be let alone. Adopting this protectionist justification
nevertheless imposes clear limits on such restrictions. Schools cannot ban anti-gay political commentary unless the school environment is hostile to gay students. Nor can high schools prevent students from voluntarily exposing themselves to anti-gay speech
in civil discussion.
Download, FREE:
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1998142
**********************
(8) Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families (School-Based Practice in Action)
[Paperback]
AUTHORS: Emily S. Fisher and Kelly S. Kennedy
Publication Date: June 8, 2012 | ISBN-10: 0415890748 | ISBN-13: 978-0415890748 | Edition: 1
The needs and rights of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students and families are often ignored, generally misunderstood, and only rarely given
priority by the school system. This book provides a practical and useful guide for school-based mental health professionals to support students, families, teachers, and administrators in the development of a safe, inclusive school environment for all LGBTQ
students and families. It begins with an overview of the unique issues and challenges faced by LGBTQ students and families, including a discussion of sexuality and gender identity development within the interconnected contexts of home, school, and community.
Practical steps are given for creating an inclusive school environment; implementing prevention and intervention techniques to address discrimination, bullying, and violence; and organizing effective counseling programs for LGBTQ students. These school-based
efforts are then extended to working with families and communities to reinforce steps taken in the school context. An accompanying CD includes numerous handouts, sample letters, and other resources to assist the school-based mental health professional in implementing
responsive and affirmative practices for LGBTQ students and families.
SUGGESTION FROM SAFE SCHOOLS:
Order books through your local independent bookseller or through OUR local bookseller:
http://www.elliottbaybook.com/
**********************
(9) Safe Spaces: Making Schools and Communities Welcoming to LGBT Youth
[Hardcover]
AUTHORS: Annemarie Vaccaro, Gerri August, and Megan S. Kennedy
Publication Date: November 2, 2011 | ISBN-10: 0313393680 | ISBN-13: 978-0313393686
Safe Spaces: Making Schools and Communities Welcoming to LGBT Youth is the first book to offer
a comprehensive view of the complex lives of LGBT youth of all ages, from kindergarten through college. Drawing on a wealth of research collected from first-person accounts of students, family, educators, and community members, the authors not only chronicle
the struggles of LGBT youth but also describe models of inclusive school and community environments.
The authors address the breadth of experiences of LGBT youth—in and out of the classroom, at home and in the community, and in personal interactions with allies and antagonists.
They also reveal how these young people, their friends and families, teachers, and dedicated allies stem the tide of LGBT exclusion. Most important, Safe Spaces offers action steps for readers who want to make their own homes, schools, and communities safe
and welcoming spaces for LGBT youth.
SUGGESTION FROM SAFE SCHOOLS:
Order books through your local independent bookseller or through OUR local bookseller:
http://www.elliottbaybook.com/
**********************
(10) LGBT Youth in America's Schools
[Paperback]
AUTHORS: Jason Cianciotto, Sean Cahill
Publication Date: April 19, 2012 -- ISBN-10: 0472031406 -- ISBN-13: 978-0472031405
Jason Cianciotto, MPA, and Sean Cahill, Ph.D., experts on lesbian, gay, bisexual, and transgender public policy advocacy, combine an accessible review of social science research
with analyses of school practices and local, state, and federal laws that affect LGBT students. In addition, portraits of LGBT youth and their experiences with discrimination at school bring human faces to the issues the authors discuss.
This is an essential guide for parents, teachers, school administrators, guidance counselors, and social workers interacting with students on a daily basis; school board members
and officials determining school policy; nonprofit advocates and providers of social services to youth; and academic scholars, graduate students, and researchers training the next generation of school administrators and informing future policy and practice.
SUGGESTION FROM SAFE SCHOOLS:
Order books through your local independent bookseller or through OUR local bookseller:
http://www.elliottbaybook.com/
**********************
(11) Dignity for All: Safeguarding LGBT Students
[Paperback]
AUTHOR: Peter M. DeWitt
Publication Date: March 6, 2012 | ISBN-10: 1452205906 | ISBN-13: 978-1452205908
The author provides professional development ideas and strategies that will help educational leaders foster a more caring school culture not only for LGBT students, but for
all students.
qqqqqqqqqq
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