Understanding the Well-Being of LGBTQI+ Populations (2020) / Chapter Skim
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9 Educational Environments
9 Educational Environments
Pages 231-252
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From page 231... ...
Much of the research has focused on experiences of bullying and victimization (NASEM, 2016) , yet there is a growing body of research that identifies educational policies and practices that are associated with positive experiences for SGD students, whether through reducing bullying and victimization or improving school climates.
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or has combined sexual and gender minority youth into global measures of SGD students. Recently, however, 10 states and 9 urban school districts that participated in the 2017 YRBS included a measure of transgender identity.
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highlighted bullying as a significant social problem in schools and identified both that LGBTQ students are a population at higher risk for being bullied and that discriminatory bullying often takes the form of homophobic or transphobic bullying. Although most research has focused on secondary schools, similar patterns of discriminatory behavior have been documented for sexual minority and transgender students in higher education (Beemyn, 2012; Rankin, 2005)
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. Since many LGBT students reported negative peer experiences, such as victimization and associated mental health challenges, as well as higher rates of suspension or expulsion (Poteat, Scheer, and Chong, 2016)
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. The research on educational attainment supports both hypotheses: most national samples of LGB people find higher-than-average levels of education, but lower levels for transgender people, while surveys of younger cohorts of people in the United States suggest that educational attainment is lower for LGBT people.
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From page 236... ...
Enumerated policies list status characteristics that may be the basis of bullying or discrimination and typically mandate protection for them; in some cases, policies identify strategies to promote school safety and reduce bullying. There is no federal law pertaining to nondiscrimination in education based on sexual orientation, gender identity or expression, or intersex characteristics.
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. In schools that have nondiscrimination policies that include sexual orientation and gender identity or expression, students not only reported feeling safer, but they also reported hearing fewer homophobic remarks and seeing less bullying (Kosciw et al., 2016; Kull et al., 2016)
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Of course, there are many SGD teachers who themselves navigate school climate that may be hostile to SGD people. One of the few widescale surveys of LGBT teachers found that, although the majority reported feeling comfortable being out at school, the majority also reported hearing homophobic remarks at school with little intervention by their peers; furthermore, one-third reported hearing homophobic marks in the presence of administrators, the majority of which went unchecked (Wright and Smith, 2015)
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are student-led clubs that aim to create a safe, welcoming school climate for all youth, regardless of sexual orientation or gender identity. The percentage of U.S.
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. School Resources and Inclusive Curricula A growing body of research has identified the ways that resources and inclusive curricula in schools contribute to positive school climates and SGD student well-being (Black, Fedewa, and Gonzalez, 2012; Russell et al., 2010)
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From page 241... ...
. In the absence of schoolbased inclusive sexuality education, there are encouraging new models for sexuality education to reach SGD youth; the evaluation of an online sexual health promotion program for LGBT youth found gains across multiple outcomes, including self-acceptance, relationship skills, and safer sex knowledge (Mustanski et al., 2015)
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docx. SEXUAL AND GENDER DIVERSE PARENTS AND THEIR CHILDREN In adulthood, many SGD people have significant interaction with schools in their roles as parents.
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. SUMMARY AND CONCLUSIONS Much of the existing research on sexual and gender diversity in education has focused on experiences of bullying and victimization; however, there is a growing body of research that identifies educational policies and practices associated with positive experiences for SGD students, whether through reducing bullying and victimization or improving school climates.
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From page 244... ...
Although most research has focused on secondary schools, similar patterns of discriminatory behavior have been documented for sexual minority and transgender students in higher education. The majority of LGBT students who experience bullying report negative peer experiences such as victimization, as well as higher rates of suspension or expulsion, which can undermine academic focus and achievement or lead to disengagement at school.
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. School-based sexuality education experiences across three generations of sexual minority people.
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Psychology of Sexual Orientation and Gender Diversity, 1(3)
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. Protective school climates and reduced risk for suicide ideation in sexual minority youths.
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. Sexual health equity in schools: Inclusive sexuality and relationship education for gender and sexual minority students.
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. Understanding the educational attainment of sexual minority women and men.
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. Sexual Orientation, Gender Identity, and School ing: The Nexus of Research, Practice, and Policy, Volume 1.
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. Suicidal ideation and attempts among sexual minority youths receiving social services. Social Work, 53(1)
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