Volume 10 – Issue 2 – 2006
Madelaine Adelman and Kathryn Woods
“Identificationwithout Intervention: Transforming the Anti-LBGTQ School Climate”
Madelaine Adelman
Arizona State University
and
Kathryn Woods
Arizona State University
Abstract: How do students who recognize the negative effects of name-calling and harassment based on sexual orientation explain their lack of intervention? In this paper we document the anti-LGBTQ school climate as reported by gay and straight high school students involved in an intensive diversity awareness program. Then, drawing on qualitative survey data obtained from the same group of students, we ask why young people, more often than not, do not intervene when they face such circumstances in school. Students point to four areas of concern: institutional norms too risky to challenge; pragmatic rationales based on the ubiquitous nature of such remarks; personal worries about loss of social status; and finally, adult reinforcement of unacceptable student remarks.
“Removing the Masks: Considerations by Gay and Lesbian Teachers when Negotiating the Closet Door”
Janna M. Jackson
Boston College
Abstract: In this study, I asked, “How do contextual factors promote or prohibit the construction of identities as gay teachers?” To answer this question, I interviewed nine K-12 gay and lesbian teachers four times each using semi-structured interviews including a stimulated recall session, collected teaching artifacts, and conducted a focus group. Constructivist grounded theory approaches guided data collection, analysis, and theory building. I found that contextual factors facilitated and inhibited integration of gay and lesbian identities with teacher identities, what I call the gay teacher identity development process. These factors interacted with each other in complex ways to inform classroom practice.
“College Students’ Support of Rights for Members of the Gay Community”
Lisa Raiz
Ohio State University
Abstract: Support of rights for gay men and lesbians was investigated in a sample of students from 12 colleges and universities across the United States. The belief that religious teachings against homosexuality are not reasonable was the strongest predictor of support, followed by the belief that homosexuality is caused by biological forces beyond control of the individual, the belief that friends and parents were accepting of homosexuality, and having a school acquaintance known to be gay. More traditional gender-role beliefs and having a roommate known to be gay were significantly associated with less supportive attitudes. University educators can create the opportunity for students to examine and challenge beliefs.
“Transitioning Our Shelters: Making Homeless Shelters Safe for Transgender People”
Lisa Mottet
Transgender Civil Rights Project
and
John Ohle
Transgender Civil Rights Project
Abstract: Most homeless shelters in the United States are segregated by sex, with placement based on assumptions about a person’s gender. As a result, transgender youth and adults, who identify as or express a gender different from their birth sex, can experience extreme difficulties obtaining adequate and safe shelter. Many shelters are physically unsafe for transgender people, fail to provide adequate protections for their privacy, or do not respect their autonomy to define their own gender identity. This article provides information about transgender people, their experiences with poverty and homelessness, and how shelters can be made safe and welcoming for them.