Introduction to LGBTQ+ Studies A Cross-Disciplinary Approach Education and LGBTQ+ Youth

311 Education and Youth Kimberly Fuller LEARNING OBJECTIVES Upon completion of this chapter , students will be able to do the following Describe the connections between identities and embodied experiences . Recognize the steps of coming out and the range of responses for gender and sexuality identities . Describe how people struggle for social justice within ical of inequality . Differentiate between the components making schools and inclusive and those needing improvements . Assess resources for youth facing discrimination , oppression , and . Describe from an perspective . Analyze how key social institutions shape , define , and enforce structures of inequality . Identify health and education disparities for gender and sexuality identities . EDUCATION AND YOUTH DEVELOPMENT Youth spend the majority of their lives involved in schools and associated activities . Concurrent with social and emotional development ,

312 Introduction to Studies identity recognition When individuals first identify their sexual or gender identity . transitioning The , legal , goes through to affirm one gender identity . Viewing all people as heterosexual , or those who feel attraction to the opposite sex . Viewing all people as , or those whose gender aligns with the sex assigned at birth . coming out Also known as coming out of the closet a process in the lives of people of disclosing one sexual orientation or gender identity to others . youths sexual and gender identities are evolving . Some youth face challenges with underrepresentation in school curricula lack of programming and discrimination , harassment , and oppression by peers , teachers , and parents . However , with the changing cultural narrative toward acceptance , youth are more than ever before environments that are accepting , access to services tailored to youth , and opportunities to connect with other youth through clubs , organizations , and other youth programming . This chapter focuses on the current social and educational barriers to healthy youth development , such as inequities and injustice , on youths and on the role of supportive adults in facilitating positive youth development . persons experience growth and development through youth and adolescence . Many of the important milestones , including identity recognition , coming out , and transitioning , can occur during these years . Positive family , educator , and peer responses toward youth can set the framework for healthy development , whereas rejection can lead to negative mental , emotional , and physical health and educational outcomes . This chapter describes identity development for individuals , family response , the impact of educational on development , inclusive school practices , and other important aspects of the lives of youth and adolescents ( Each aspect of development and each environmental and social system within the lives of youth can become a protective factor at a time when acceptance is still evolving throughout the United States . IDENTITY DISCLOSURE Youth are socialized from a young age through the lens of and , or the view that everyone is heterosexual and straight , which creates conditions for students . From as early as elementary school , youth are taught that anything outside heterosexuality equates to being bad and that the romantic relationships youth have are Because society makes the sumption that all youth are and heterosexual , youth are often burdened with having to disclose their identities to others , historically referred to as coming out . Identity disclosure is different for sexual minority , transgender , and youth their evolution of identity and disclosure of it can be a vastly different experience from that of others . and development and disclosure are described later in the chapter .

Education and Youth 2613 Figure . teens supporting one another . license , Rice . DEMOGRAPHICS Youth and adolescents acknowledge their sexual orientation and disclose it to others earlier than ever before . Youth initially recognize they are attracted to another person of the same gender at about age 10 . mates show some understanding their identities as young as , with the average age at around . With increased visibility of persons in mainstream culture , it is likely these ages are becoming younger ?

Approximately percent of youth identify as gay or lesbian , cent as bisexual , percent as not sure of their sexual identity , and percent as transgender or gender nonconforming . These labels stay into early adulthood . Approximately percent of young adults ages eighteen to describe themselves as exclusively or mostly homosexual or bisexual , with more females ( percent ) than males ( percent ) identifying as . Conservative estimates report percent of adults , or approximately nine million people , in the United States identify as lesbian , gay , or bisexual ?

314 Introduction to Studies Two studies have been conducted on the rates of identity disclosure to parents of youth in the United States . Both studies reported more than half ( 56 percent and 59 percent ) of the youth studied were out to their families . Coming out can be challenging for youth . Many sexual minority youth who have not come out ( 30 percent ) report that the most frequent obstacle to coming out is fear that their family may not be accepting of them or even that their family has been openly discriminatory . A small proportion ( 19 percent ) state that they are not sure how their families would react , and 10 percent state that they are not ready to come out . Some youth , however , resist labels and perceive disclosing their sexuality as TRANSGENDER OR IDENTITY DISCLOSURE AND DEMOGRAPHICS As of 2022 , an estimated , or percent , of youth ages thirteen to seventeen identify as transgender . Youth in this age group were more likely to identify as transgender than adults age 65 or older , and constitute 18 of the national population . The study found that young people identify as transgender at different rates in different states estimates ranged from in New York to in Wyoming . The study also found that White people were less likely to identify as transgender than people , American Indian or Alaska Native , and groups ?

A 2018 report by the Human Rights Campaign found only 21 percent of transgender and youth to be out to their parents , and 33 percent of youth were considering whom to disclose to in their family and how to manage these relationships after disclosure ( In 2018 , nearly half ( 41 percent ) of all transgender and expansive youth had at least one parent to whom they have come out . Research suggests concern over family response is a barrier to coming out . Although both mothers and fathers were anticipated by their child to act negatively to a disclosure at least half the time , fathers are more likely to respond negatively than mothers ( 63 percent 54 percent ) Research has found that youth begin to understand the concept of gender identity as early as ages one and two . In these earlier stages , youth start to internalize the physical differences ( penis , vulva , breasts ) between genders . At these ages , children do not necessarily have a full grasp of their own identity or what it means to identify as a certain gender , but they begin to understand what those parts of a body . By age three , children can label their own gender , and by four they

Education and Youth feel quite certain about their gender identity . All children during these years before puberty explore their gender presentation and expression and experiment with toys typical to their gender or of the opposite gender . By the time youth reach five to six years of age , they adopt rules about what it means to be a certain gender and what will be accepted by others . By age seven , youth feel a sense of gender constancy and may begin fantasizing about being another gender or having different physical characteristics to align with their identity ?

youth may then try to reconcile the between their sex assigned at birth and their gender identity by making subtle changes to their dress and social appearance . They may alter styles , wearing more masculine or feminine clothing , and use ent names or pronouns . Allowing youth to socially transition , or begin to live according to their true gender identity , can have very positive effects . It can reduce their distress and dysphoria , and it can reduce the likelihood of developing depression , stress disorder , suicidal ideation and attempts , isolation , homelessness , and incarceration ?

Read In 2013 , the Pew Research Center conducted a survey of adults about their perceptions of society acceptance of issues and about their experiences of prejudice and discrimination . The study focuses on lesbians , gay men , and bisexuals , but it also contains important information on transgender Americans and people of color . Read through the overview of the report at . Figure . A sign carried at the eighth Pride Parade in Belgrade , on September 15 , 2019 .

316 Introduction to Studies Figure . Individuals and families show their support during a pride parade . license , What are three of your main takeaways from the survey ?

What surprised you , and what did not surprise you ?

Why is it important for parents and educators to stand the ages at which children and youth begin to their own sexuality and gender ?

What are some of the differences among the experiences of gay men , lesbians , and bisexuals ?

What about people of color Versus white people ?

What social structures might help explain those differences ?

FAMILY SUPPORT OR Family Support youth whose families have supported them ( showing warmth , enjoying time together , having closeness ) have a greater hood of positive health outcomes , including healthy , general good health , and social support ( Family support is also a protective factor against negative health outcomes in early adulthood , such as depression , suicidal ideation , and substance abuse . Family port has been demonstrated to have a lifelong impact on adult

Education and Youth 2617 , quality of life , and reduction of victimization and to improve physical and mental health , including in older adults . Trans youth have also reported positive effects from family support 72 percent of trans youth with parental support reported being more with their lives than those without ( 33 percent ) These same youth reported more consistent ( 70 percent ) positive mental health outcomes than those whose parents were not supportive ( 15 percent ) Family Rejection A majority of research on youth and their families , however , has emphasized the negative outcomes of family rejection . Rejection is associated with higher levels of emotional distress , suicidal ideation , and suicide attempts . In fact , youth whose parents were frequently rejecting during adolescence reported a rate of suicide attempts that was more than eight times that of those with accepting parents . Research also suggests the adolescent and young adult community increased homelessness as a result of family rejection , particularly for youth of color . Upon disclosure of sexual orientation , some parents decide to eject their children from the house , forcing them to live with other family members , in friends homes , in foster care , in homeless shelters , or on the streets . Of the two million homeless youth in 2014 in the United States , percent identify as . Homeless youth may suffer even more negative health outcomes than those not displaced from is a national organization begun in 1973 by jeanne to support parents and loved ones of people . Formerly called ents , Families , and Friends of Lesbians and Gays , has evolved over time to be inclusive of all persons and families . It advocates on behalf of all people and also provides a space for loved ones and youth to come together to talk about challenges associated with coming out , raising children , and respecting and valuing YOUTH AND EDUCATION Youth spend more than 50 percent of their waking hours in schools . Schools play an important part in the development of youths social skills , Formerly known as Parents , Family , and Friends of Lesbians and Gays an organization that supports the family and friends of people as they seek to understand and affirm their loved ones .

318 Introduction to Studies Figure . Students at a National Coming Out Day celebration in Seattle , Washington . Seattle Parks and Recreation . educational growth , and cognitive development . The climate of schools can shape the experiences that students have throughout their lives and contribute to the overall of their mental health . The experiences and outcomes of students from supportive schools show stark differences from those students from schools that are neutral or rejecting ( Visit Representatives from federal agencies that support grams and services focusing on youth created the website . Read about the experiences of youth in schools across the United States , and explore some of the resources provided on the Schools page at . Think about your experiences in kindergarten through twelfth grade or the experiences of a young person you know well . How would you describe the atmosphere for students in that school ?

The website reports high levels of harassment of students in schools . Was that your experience too ?

Did your school use any of the strategies discussed ?

If so , which of the strategies worked the best ?

If not , which do you think would have helped ?

Education and Youth 319 HISTORY OF IN EDUCATION In 1984 , Project 10 , the support group for students in a formal educational system , was started in a Los Angeles high school by Virginia , a teacher and counselor . experienced significant backlash from community members . Project 105 mission was to create supportive , welcoming , and safe campuses for sexual minority youth . It helped establish the safe zones and developed training for schools on implementing policy changes to protect youth . Similar efforts began on the East Coast several years later . formerly the Gay , Lesbian , and Straight Education Network , was founded in 1990 by a group of teachers in Massachusetts with a passion for improving the quality of education for youth . has become a leading national organization for ensuring safe and educational systems for youth . Also during the , the alliance ( GSA ) was in Salt Lake City , Utah . Despite resistance that continues today from the community , administration , and parents , the Salt Lake City GSA persevered , and schools all across the nation slowly began implementing similar support efforts . As of 2015 , nearly 60 percent of students reported having at their has been conducting the National School Climate Survey every year since 2001 , and content and resources in schools have been gradually increasing every year . Out of almost eighteen sand students sampled by 2019 National School Climate Survey , about 20 percent reported positive inclusion of issues in curricula , most ( reported that their school had a , Alliance ( GSA ) or Alliance ( or similar club , and percent reported access to library materials with information on issues ( State legislation shapes the experience of students in schools . According to a comprehensive survey published in the Columbia Law , twenty states maintain statutes that prohibit or restrict the of homosexuality in public schools . Some laws prohibit teachers from promoting homosexuality or suggesting that there are safe ways to practice homosexual sex . Others demand that teachers disseminate misinformation , such as homosexual conduct is a criminal offense and homosexual activity is primarily responsible for Contact with the AIDS This argument has been present in sex education since the . Policies such as these promote peer discrimination , harassment , and assault of youth .

320 Introduction to Studies Figure . resources in a school library . College Library . SEX EDUCATION Since the , sexual health education has focused on an , or until marriage , approach . This approach to sex education promotes sex as an act that occurs between two persons after getting married . Further , attraction is feared and gender stereotypes are reinforced . Public health organizations and most parents agree that sex education should include discussions of identities . percent of parents of high schoolers reported wanting sexual orientation discussed in sex education , and 78 percent of middle school parents wanted sexual orientation cussed in sex In reality , less than percent of youth reported any tion of sexual or gender orientation in their health classes , and only 12 percent were told about relationships . The routine omission

Education and Youth 2621 of issues from sex education curricula constitutes a violation of adolescent human It is a violation because it robs youth of agency by withholding information that is critical to health and being . Whether habitual or deliberate , the omission of topics from health curricula implies that sexual and gender are not part of the natural biological order and are by default unnatural or When discussions of issues do appear in health books , the language clearly shifts toward persons as the Other and makes it seem as though the sexual experiences of youth are vastly different from those of heterosexual and Although youth do have some differences in sexual experiences , including information tailored to their needs can help reduce the risk of sexually transmitted infections . Sex education that affirms youth delays the age of sexual intercourse and reduces unintended teen pregnancy rates of HIV and other sexually transmitted infections overall number of sexual partners and unprotected sex while increasing condom and contraception NEUTRAL AND NEGATIVE SCHOOLS As of 2020 , only seventeen states and the District of Columbia had laws specifically addressing the discrimination , harassment , and bullying of students based on sexual orientation and gender identity . Lack of means interpretation of policies is variable and leaves policy development up to individual districts and schools . Students in schools without policies are at a greater likelihood of experiencing discriminatory practices and are more likely to fear discrimination and bullying in the future . Even more troubling for students , states ( Alabama , Louisiana , Mississippi , Oklahoma , and Texas ) prohibit presenting any content on Heteronormative socialization becomes more intense as youth age , and earlier exposure to discrimination has been shown to increase the likelihood of victimization for A 2015 analysis of the Youth Behavior Risk Surveillance Survey found high rates of peer lying behavior toward youth . Of students experiencing discriminatory behaviors ,

322 Introduction to Studies 10 percent were threatened or injured with a weapon on school property 34 percent were bullied on school property 28 percent were bullied electronically through social media or other sites 23 percent experienced sexual dating violence in the prior year 18 percent experienced physical dating violence and 18 percent were raped at some point in their A study of transgender youth found even higher rates of nation and violence in several areas 25 percent experienced physical bullying 52 percent experienced dating bullying 35 percent experienced bullying due to gender and 47 percent experienced bullying due to gender School bullying has effects on the mental health and quality of life of students . Bullying has been shown to be associated with increased depression , anxiety , and and decreased . Bullying can also affect school outcomes by increasing negative attitudes toward school , truancy , and disciplinary problems while lowering and decreasing interest in pursuing further education ( Educators witnessing discriminatory and violent toward students in schools , even as early as elementary school . An alarming 70 percent of youth heard speech at school ( That so gay , gay you so gay ) 60 percent heard another type of homophobic remark ( fag or dyke ) and 56 cent heard homophobic remarks from their teachers . Additionally , youth heard comments about gender expression from peers at least 60 percent of the time and from teachers and school staff 71 percent of the time . Many of these behaviors go unnoticed and undocumented . In fact , some educators ( between 31 and 42 percent ) fail to recognize harassment by other students , such as the use of the word fag or the phrase that so gay , and do not intervene appropriately when it arises .

Education and Youth 323 percent of students who reported homophobic harassment to a teacher or support staff and over 90 percent of students who heard gender expression discrimination never saw the school staff intervene . percent of youth never reported harassment and assault , because of fear of inaction by the school . Bullying is exclusive to fellow students in schools . percent of educators reported hearing other school staff make derogatory comments about or toward students , with the highest prevalence of educator bullying and harassment occurring in middle Explore policy maps ( provide a comprehensive overview of state laws that affirm nondiscrimination or protect transgender , and students . Find the state where you live or where you grew up on each of the maps what kinds of protections does this state offer for kindergarten through grade twelve students ?

What are the differences between how states treat sexual orientation and gender identity ?

What trends do you see ?

Explore other parts of the website and pick one source you most compelling . Why is this important to you ?

Figure . The Welsh Assembly Government sponsored the Respect Tour of 2009 . Working Word .

324 Introduction to Studies Figure . The Capital on May 20 , 2017 , in Washington , was hosted by the Studio Theatre . Ted . Title IX A federal law banning discrimination based on sex at schools receiving federal funding . This includes harassment and discrimination for failing to conform to gender expectations and is interpreted to often include persons . Michigan , Maine , Virginia , Wisconsin , and Pennsylvania have ruled that discriminating against transgender students is a violation of Title IX , which prohibits sex discrimination in SUPPORTIVE MOVEMENTS IN EDUCATION Laws in some states enforce of issues across the curriculum . California , for instance , has implemented new legislation porting inclusion of themes in the classroom . The Fair , Accurate , Inclusive , and Respectful ( FAIR ) Education Act was enacted in early 2012 . It mandates an inclusive and nondiscriminatory curriculum , including historical events ( such as the Stonewall rebellion ) The act was passed to curb suicides and alleviate Other states shortly followed suit . New York and Washington adopted more inclusive laws for their school districts that took effect The Dignity for All Students Act requires public school boards in both states to include language regarding sexual orientation and gender expression in their curricula and school policies . A similar law passed in early 2019 requires all New schools to teach history and achievements across the curriculum . An additional level of protection exists for transgender students that is based on federal law . The Family Educational Rights and Privacy Act prohibits schools from disclosing a student transgender status . the law allows youth to amend school records if information is

Education and Youth 325 inaccurate , misleading , or in violation of the student rights of privacy , which enables students to change their name and gender marker on their The Office for Civil Rights of the Department of Health and Human Services can investigate complaints made by students and ents . In cases of discrimination , the Department of Education can sue the school district and deny federal SUPPORTIVE SCHOOLS Over the last several decades , with sociocultural changes across the United States toward greater acceptance , schools have become more positive spaces for youth , some more than others . Positive schools typically have several key assets , including an where youth interact with caring and accepting educators and staff . Other assets include supportive school groups , inclusive curricula , and comprehensive policies to reduce school harassment and bullying . Supportive schools make it a standard policy for all youth to be more accepting and inclusive of students and are less likely to tolerate discriminatory and violent behavior between students . students in more supportive environments are less likely to have depression and suicidal ideation , use drugs , and be THE ROLE OF EDUCATORS AND OTHER SUPPORT STAFF Educators play an integral role in healthy youth development and increase feelings of safety for students . When and teachers become allies of students and advocate for and support them , these students increase their academic achievement and their quality of life . Some educators even advance their and mentor students , sponsor student organizations , students to community resources , and openly advocate for inclusion despite consequences imposed by employers ( probation or loss of employment ) Studies on transgender youth have found that when school staff are more supportive , trans youth feel safer because the teachers are more likely to stop harassment when they see it . Including material on lives in course content , such as sex education , can have a large impact on the mental and emotional of youth .

326 Introduction to Studies alliances organizations of youth and allies who meet to support students . This can involve advocacy and activism , as well as a social component . Watch Virginia , a retired teacher and counselor in the Los Angeles School District , started Project 10 , the first support program for students . On a 2015 episode of the web series Fearless ( she describes the obstacles she faced when she founded the program in 1984 and some of the lessons she learned . has earned numerous awards for her work on behalf of youth . Why was Project 10 such an important organization ?

Who were her early allies and advocates , and who was unable to support the even attacked it ?

Why ?

What can we learn from comparing the environment that worked in during the late and early with the environment for youth now ?

CLUBS clubs , originally known as alliances , are based organizations that enhance the school community for youth and their allies and are often advised by an allied or teacher at the school . clubs promote advocacy , age youth leadership , and allow youths to socialize in a supportive and nondiscriminatory environment . Developed in Massachusetts during the , clubs originally focused on the needs of sexual minority youth . National organizations , such as the GSA Network and , and several organizations were in spreading clubs to more schools across the United States ( More recently , with the increasing emphasis on the needs of transgender youth , groups have been adjusting their focus to include the needs and rights of der minority students in their missions . Some groups , for example , have altered their names to Alliance or even Queer Student Alliance to encompass a broad spectrum of Having clubs in school is one of the largest protective for youth . Research on victimization , drug use , and tal health found reduced instances of victimization and harassment and increased feelings of support and connectivity , leading to reductions in anxiety and depression . Students felt more connected , empowered , and supported by their schools and other adults , and they were less inclined to feel marginalized and victimized by peers and

Education and Youth 327 Whereas most clubs are embraced and supported in schools , some receive pushback from the administration , community , school boards , and parents fearing the club may encourage homosexuality . In the most extreme cases , some opponents have gone as far as banning all school clubs . Unfortunately , resistance occurs most often in school where students need these services the most . For example , in 2003 , in an effort to eliminate controversy after approving a student group at a high school in Boyd County , Kentucky , a principal banned all clubs at the school for the remainder of the year ?

BATHROOMS AND LOCKER ROOMS Beginning in the , controversy about the use of bathrooms and locker rooms for gender minority youth increased . As of 2016 , over half the states in the United States were suing over the rights of transgender students to use the bathroom aligned with their gender . youth perceive bathrooms as the most unsafe spaces within their school ing . Although not all schools can undergo a full renovation to include a new restroom , schools can take a current restroom and relabel it as gender neutral for all students to use ( see an example in ) or bathrooms increase the sense Figure . alliances save lives . Rally in support of Bill 24 in , Canada , on November 12 , 2017 . macPherson .

328 Introduction to Studies GENDER NEUTRAL ass ooM Figure . A bathroom for all genders and abilities . Jeffrey . of security of youth . They provide a safe space for youth to use the restroom without having to choose between which bathroom to use or anticipate the negative backlash if someone who is is inside . Unfortunately , gender minority youth are often the main advocates for bathrooms accommodating the needs of transgender persons . Having other supportive systems in place , such as educators who are accepting or clubs , often encourages gender minority youth to speak up and advocate for their Physical education courses are particularly aspects of school for students . A study found that more than half of youth had been assaulted or harassed in physical education classes at least once because of their sexual orientation ( percent ) or gender expression ( percent ) Often this mistreatment is due to gender about how masculine or feminine one should be and can often lead to difficulties for gender minority youth when using locker rooms and other facilities aligned with their gender Contrary to media presentations about the danger from transgender people using bathrooms aligned with their gender , it is gender minority youth who are at greater risk for experiencing trauma and

Education and Youth 329 violence in these public spaces . Eleven percent of youth never feel safe in a locker room , with discomfort steeply increasing for gender and youth in these spaces . percent of gender boys , 34 percent of transgender girls , and 31 percent of youth never feel safe in locker rooms . Slightly more than half ( 51 percent ) of transgender youth have never used the locker room aligned with their gender identity , instead either using the locker room aligned with their sex assigned at birth or not participating in physical education ties . A national study conducted by the Human Rights Campaign found that of all students do not attend physical education courses , 39 percent avoid locker rooms , and 23 percent avoid all school athletic facilities and , all of which can lead to further isolation and CHALLENGES OF EDUCATORS Educators face several challenges when addressing the needs of students . A study found that diversity courses for teachers , school counselors , and school psychologists covered race , class , and ( dis ) ability but failed to mention the needs of students . Ultimately , this leads to educators feeling unprepared to work with students , being unable to adjust their interactions , and wondering how to advocate for students on these issues . Even after getting licensed , many education professionals are not able to access comprehensive professional ment opportunities and training , despite their interest . Many professionals have to the appropriate resources for Community opposition can also educators willingness to support youth . Despite personal acceptance of youth , some educators are reluctant to indicate their support of students out of fear of negative parental response , administrative lash , and possible loss of employment . In particularly conservative areas , and in religiously schools , teachers may not have permission from the administration to demonstrate their support . Evaluations of training found that , despite research stating the of inclusion and school safety for students , many teachers would be unwilling to advocate for the needs of students or were unwilling to discuss sexual and gender minority identities publicly in the classroom . Although the culture of schools has been improving , schools still remain politically and religiously charged institutions and a battleground for the rights of

330 Introduction to Studies CONCLUSION youth have several means of support and affirmation that can lead to positive health outcomes into their adulthood . Childhood through adolescence is a critical stage of development for all youth , but for youth the failure of any one support system ( family , school , peers , sports , etc . can have lifelong consequences . With national trends across all youth systems moving toward greater levels of acceptance and with the power of resilience , youth are equipped now more than ever to have positive and productive lives . All adults can be advocates for the rights and needs of youth . PROFILE INCLUSION IN TEACHING AND LEARNING Sabra Prescott Historically , schools in the United States have not been designed to serve students of gender or sexual ties . From laws regulating bathrooms and sports to severe restrictions on instruction , policies in many states do not support students or teachers . According to a 2019 national survey of students from , these barriers often translate to lower educational outcomes and graduation rates and to higher rates of anxiety and depression among When polled in the survey , only one in students reported that they were taught positive representations of people , history , or events in their classes . Well more than half ( 67 percent ) of students reported that they did not have access to information about related to issues in their school library , through the internet on school computers , or in their textbooks or other assigned readings . At the same time , less than half of students ( 42 percent ) said their administration was supportive of students , and 48 percent said they would be somewhat or very uncomfortable talking with a teacher . Because the National Center for Education Statistics does not report on gender and sexuality in schools , data from the vey is the most robust information available . Compounding general trends , the pandemic has worsened mental health of students and seen a drastic rise in of inclusive education efforts . A record amount of legislation has been introduced in states across the country that would prohibit or severely limit representation and discussions of identities in

Education and Youth 331 curricula and classrooms . In a majority of states , bills have been proposed that aim to restrict discussions of people and their history or create privacy policies that would jeopardize queer students , such as in Florida , Georgia , and At the same time , a handful of states maintain laws , requiring curricula to include accurate history . By the end of 2019 , four , New Jersey , Colorado , and mandates requiring inclusion in curricula . The state legislature in New York has recently moved in the same direction . On the opposite end of the spectrum , Oklahoma , Mississippi , North Carolina , and maintain education laws forbidding teachers from portraying people or identities in a positive light , if at all . These laws , known as no promo homo laws , act in stark contrast with the states working toward statutorily mandated inclusion . Teachers in states with no promo homo laws may still work toward engaging and supporting their queer and trans students , but their work necessarily looks different from that in states with supportive Stories of this harmful legislation have recently dominated lines , but inclusion is happening and not only at the state level . Just a few years ago , a majority of education leaders were not thinking or talking about queer and trans students . Today , in part because of the steep , school leaders , parents , librarians , media specialists , and more , have taken up the public for inclusion . Districts in states with restrictive laws are these laws at the local level , through school board elections , local advocacy groups , and even oral races . If resistance toward inclusion is becoming louder , so too is support from allies , educators , and students . Though these laws affect what educators can and cant teach , teachers can do many things to facilitate inclusive learning in a variety of political and social tings . The remainder of this explores how inclusive teaching and learning look in practice and what barriers exist for teachers doing this work . INCLUSIVE STUDENT LEARNING Inclusion as an approach , although crucial , presents a unique challenge for queer students . To create an inclusive classroom that meets the needs of all students , schools must be able to identify and quantify those dents needs . To do that , those students must be visible . If schools identify the students they trying to serve , they likely ca identify the supports they need . But queer students are often not public about the

332 Introduction to Studies process of coming to terms with their identities , especially at a young age . What more , they exist across all other human demographics and fore ca be lumped together under one group that looks or sounds the same . Because of difficulties in data collection of safety concerns when , changing identities , and institutional queer students are unaccounted for in student data . For these reasons , much of the existing data on students , such as , are . Its survey of thousand students ages thirteen to found that 95 percent of students reported hearing discriminatory remarks frequently at school , 63 percent reported hearing those remarks from teachers or staff , and 17 percent of students were prohibited from discussing or writing about topics in school Students are not only , then , told the challenges queer people face are invalid but hear this message from the school that govern them , the teachers who educate them , and the material they taught . Recognizing the power of inclusive learning materials to address this problem , some states are exploring solutions through history and social science curricula . Gender inclusive , in this sense , broadly describes curricula and other learning materials that teach about the lived experiences of a wide range of people and identities . This can be content focused on people and identities or content not focused on them , such as biology and English language arts . For example , an inclusive biology class might use language or examine the assumptions that we make when classifying genetic phenomena into categories such as natural and unnatural . A biology course that goes beyond simple inclusion to affirming and ing might explore the bias behind what are often regarded as objective , discoveries , a bias that shapes the ways we conceptualize DNA and genetic makeup . A common misconception about queer and trans inclusion is that it is reserved for only certain academic areas and not others . In reality , every subject , topic , and conversation can be made inclusive and affirming . Indeed , all subject matter is shaped by gender and sexuality biases , regardless of whether we are aware of it . When California passed its inclusive science work in 2016 , it was the first state to make an attempt to guide creation of textbooks that cover people and people with disabilities . The vote came five years after the state passage of the FAIR Education Act , in 2011 , and textbooks using the framework were implemented for the first time during the school year . Not only was the publishing process arduous , but the content creation itself required multiple of history experts , educators , and advocates to debate the exact

Education and Youth content and wording that ultimately went to a vote . The resulting content is comprehensive and now published in textbooks used throughout the state . Unfortunately , the materials in California are and therefore not available to other states looking to implement a similar curriculum . To be inclusive of gender and sexual minorities , must incorporate characters , identities , and histories . They should present accurate and impartial information to students about not only what queer and transgender identities are but how they determine privilege and oppression , in addition to describing the implicit biases that help sustain this oppression . Inclusive content can be about people or not , but it always includes queer and examples , names , stories , and images . Teachers and school administrators can take steps to create more inclusive learning environments . As more states move toward inclusive curricula , the need for comparable educator support is growing rapidly . Three of the biggest challenges to inclusion in schools is preparing teachers to teach inclusive content and create inclusive learning environments , providing them the resources to do so , and supporting them in these efforts . INCLUSIVE TEACHING PRACTICES In recent years there has been a growing push among educators toward culturally responsive teaching , or ing that recognizes students particular strengths in the classroom and them to make learning experiences more relevant and effective . Countering the notion that teachers should cover only what is in the assigned texts regardless of students or context , culturally responsive teaching explores narratives beyond those that have historically been told in textbooks . Not to be confused with the current battle over what has been dubbed critical race theory , cultural responsiveness aims to offer a variety of perspectives , experiences , and lenses to students for understanding content . With the push toward culturally responsive teaching has come a wider understanding of the value of representation among educators , in the classroom and in the curriculum , as well as a growing popularity of the concept of windows and mirrors . Sims Bishop , professor of education at the Ohio State University , first developed this idea in ' She suggested that curricula should offer students both a window to lives and experiences different from theirs and a mirror so they can see themselves in the material . The latter is particularly

334 Introduction to Studies important for students who belong to one or more minority groups by no coincidence , students of color , those with disabilities , and students seldom see themselves or represented in curricula . The growing support for cultural competence and representation is situated between this which existing ula teach through the lens of only one current knowledge of what it takes for students to succeed . We know that students must feel a sense of safety , respect , and belonging in schools in order to learn . We know validation from teachers and space for students to develop inquiry into their own identities are critical to their development . And yet many schools are falling short of meeting these needs , either by failing to address them or by addressing basic safety instead pedagogy , rather than both . The Northwestern University professor Sally argues in her book How Girls Achieve that educating young girls takes more than simply forging paths in schools that are not designed for them . Rather , it takes active and intentional unteaching of harmful lessons ingrained in them long before they ever arrived in the classroom . It takes ing as strategy and prepare them to navigate a world that relies on their lack of these skills . This idea should also be applied to teaching and learning for students . Queer students as a group face similar challenges in regard to the lack of representation they see in curricula and the unconscious bias with which they are often taught . Teaching and engaging them requires teachers and school leaders alike to actively unlearn tired stereotypes and interrogate their own understanding of what is normal and The term learning environments has grown more popular in recent years alongside the push for acceptance in schools and the movement toward culturally responsive teaching . Inclusive , in this sense , refers to classrooms or other learning environments in which educators , librarians , and school staff recognize their own privilege as starting points for difficult conversations . It also requires that educators be willing and prepared to use affirming language and that they support a variety of narratives that challenge students to open lines of inquiry into cultural assumptions . When it comes to queer and trans students specifically , an inclusive learning environment is one in which educators take steps to understand straight and privilege , how it overlaps with other types of , and what dynamic it creates in a classroom . It is one in which educators are open to learning about different identities , so they have context and language to talk about them . It is also one in which educators

Education and Youth 335 have the time , space , and school support to understand history , at least at a basic level , and how it informs current understandings of queer identities . Although this all might sound like a heavy load to put on teachers who are already notoriously short on time and resources , the barrier of entry to inclusion work is low . For example , educators can start by making small but intentional changes to the way they address groups of students , by using phrases such as folks , everyone , or instead of boys and girls , ladies and gentlemen , or you This type of change is minimal but meaningful , and it signals to students who do not identify as male or female or are questioning their gender identity that they belong . It also models and inclusive language for all students , regardless of identity . For smaller content changes such as this , having materials , rather than textbooks , can be especially useful . Inclusive professional learning materials are those that prepare to create learning environments in which inclusion is normal and expected . Such resources could be texts on relevant and contextual queer history , an explanation of some of the challenges that queer and trans people face more broadly , or simply information on language , pronouns , and why they matter . Ideally , these resources recognize nuance and within queer communities and engage teachers around intentionally queer inclusion . For early and elementary educators , this might be resources that explain the importance of including Black and brown families in a lesson on family trees . For secondary teachers , it might be adding to the class library foundational writings by Black and brown authors , such as Lorde or Gloria . Exposure to a diversity of queer ideas and narratives is critical for students , those who may see themselves represented in these stories and those who do not , to disrupt the narrative . SUMMARY The disproportionate educational outcomes that students face are the result of many compounding factors , such as a lack of representation and support in school , of their existence , and systemic bias . Inclusive materials remain a critical part of the effort to address these challenges and are the focus of an increasing number of efforts . Although teaching and learning are intrinsically tied , it is important to recognize the different needs between and materials . inclusive curriculum laws and policies calls for inclusive learning , because if teachers are not adequately prepared , inclusive content will do very little to create more inclusive learning environments .

336 Introduction to Studies KEY QUESTIONS What does research tell us about the process of coming out in terms of both gender and sexual identity ?

What is the range of responses to youth if they choose to disclose their gender or sexuality identities to ly members ?

How do these responses affect peoples lives ?

What are the differences between supportive and inclusive schools and those needing improvements ?

What are some health and education disparities for gender and sexuality identities , and why do they exist ?

RESEARCH RESOURCES Compiled by Montague and Melody Discuss Choose one or two resources listed in this chapter , and discuss them in relation to what you have learned about education and youth . Present Choose a key topic or event found in this chapter . Then locate one or two resources from the Quick Dip and Deep Dive sections and develop a presentation for the class . Explain the of the topic , and provide additional details that support your explanation . Create What idea , person , or event from this chapter really moved you ?

Do more research on that idea , person , or event based on the resources in this chapter . Then create your own artistic response . Consider writing a poem , drawing a picture , or editing a photograph in a way that demonstrates both what you have learned and how you feel about the issue or person . Debate Find a partner or split into groups , and choose a topic , idea , or controversy from this chapter . Have each ner or group present an opposing perspective on it . Use at least two of the resources in this chapter to support your argument .

Education and Youth 337 QUICK DIP ONLINE RESOURCES Chosen Family Stories of Queer Resilience , by Tyler Tyler shares people stories of their experience in a series of videos at ?

Curricula Inclusive of People , from is an educational organization that conducts research and partners with decision makers to ensure inclusive , safe school policies , empower student leaders via activities like Day of Silence and Ally Week , and create developmentally appropriate resources and curricula for educators . For its resources , see . GALE , the Global Alliance for Education This international organization is a learning community that promotes full inclusion of people by identifying , enhancing and sharing educational expertise . See . The Person , from Hues , a Global Justice Collective Using a gingerbread image , this person is a teaching tool that helps explain the differences among gender identity , gender expression , anatomical sex , gender , and sexual orientation . The site also includes lesson plans , activities , and essays . All content on the site , is free for others to use . GSA Network This national organization for racial and gender justice trains youth to organize alliances , mobilize , and advocate for an intersectional movement for healthier communities and safer schools . It provides assistance for teachers and advisors starting an alliance , an alliance , and beginning a campaign . See . journal Youth This quarterly journal presents scholarly articles , essays , policy analyses , and revealing narratives from

338 Introduction to Studies young people . For the most current issue , see . Writers in Schools , from Lambda Literary Since 2015 , Lambda Literary has joined with the New York City ment of Education to bring writers into schools to discuss their books and lives . Every participating student receives a free copy of the book discussed . To learn more , visit . Movies with Characters for Teens , from Common Sense Media From goofy and musicals to powerful documentaries and mas , the picks in this list celebrate love , perseverance , and icons . Other lists are available for , games , books , music , and more , from . This national organization advocates on behalf of all people and is where loved ones and youth can talk about coming out , affirmatively raising children , and other relevant matters visit . org for more information . Rainbow Book List , from American Library Association The Rainbow Book List presents an annual bibliography of quality books with and authentic content . Titles on this list are for people from birth to eighteen years old . For the latest list , see . Trevor Project The Trevor Project provides crisis intervention and suicide prevention services to young people under age . In the United States , dial , or visit its website , Welcoming Schools , of the Foundation The Welcoming Schools program sponsored by the Human Rights ( provides lesson plans , resources , and trainers to work with

Education and Youth 2639 schools and districts across the United States to improve school climate with gender and inclusive training . See . We Need Diverse Books We Need Diverse Books is a grassroots organization that strives for change in the publishing industry leading to literature that the lives of all young people . See . DEEP DIVE BOOKS AND FILM It Still Elementary Reexamining Issues in Schools , directed by Debra This takes a look back at the controversial and revolutionary 1996 Talking about Gay Issues in School . The original documentary provided practical advice about how to talk with elementary school students about gay issues . After it aired on , the and the came under attack by the religious right . It Still Elementary documents that controversy and follows up with the students and ers from the to see how learning about gay issues in a positive environment affected their lives ( United States New Day Films , 2007 ) A Place in the Middle , written by , directed by Dean and Joe Wilson In this true story , an girl in Hawaii yearns to join the hula group at her school . A friendly teacher empowers her through traditional culture . This educational encourages students to think about diversity and inclusion and discusses how to prevent bullying ( United States Islanders in Communications , Independent sion Service , and the Ford Foundation , 2015 , org ) Queer , There , and Everywhere 23 People Who Changed the World , by Sarah This collection of true stories is aimed at teen readers and uncovers a rich queer heritage that encompasses diverse cultures and eras ( New York , 2017 )

340 Introduction to Studies Queer Brown Voices Personal Narratives Activism , edited by Uriel , Gomez , and Salvador Personal narratives from fourteen activists illuminate a history that has received little attention ( Austin University of Texas Press , 2015 ) Raising My Rainbow Adventures in Raising a Fabulous , Gender Creative Son , by Lori The author discusses raising a child , its effect on family dynamics , the perceptions by others , and her sons reception in public education ( New York Broadway Books , 2013 ) The Right to Be Out Sexual Orientation and Gender Identity in America Public Schools , by Stuart The second edition , updated in 2018 , reviews the legal developments concerning curricula and pedagogy , transgender issues in educational environments , student participation in school sports , policy development on school bullying , and the right to be out for educators . explains the social , cal , and personal tensions of being out in school in the of First Amendment and Fourteenth Amendment rights and that issues in educational environments affect all people . recommends gies to provide safe environments for students and educators to thrive . The first edition provides valuable case studies of how the courts addressed bullying and workplace discrimination in grade environments , and how school administrators responded to the court decisions . Both editions are must reads for students in all education programs ( University of Minnesota Press ) Top 250 Books for Teens Coming Out , Being Out , and the Search for , by Michael Cart and Christine Jenkins This book identifies and summarizes titles that address important topics like coming out , being out , and community . The authors cover fiction , graphic novels , and general aimed at readers in middle school and high school . Recent publications as well as classics are included ( Chicago Huron Street Press , 2015 )

Education and Youth 341 GLOSSARY . Viewing all people as , or those whose gender aligns with the sex assigned at birth . coming out . Also known as coming out of the closet a process in the lives of people of disclosing one sexual orientation or gender identity to others . alliances . organizations of youth and allies who meet to support students . This can involve advocacy and activism , as well as a social component . Viewing all people as heterosexual , or those who feel attraction to the opposite sex . identity recognition . When individuals first identify their sexual or gender identity . Formerly known as Parents , Family , and Friends of Lesbians and Gays an organization that supports the family and friends of people as they seek to understand and affirm their loved ones . Title IX . A federal law banning discrimination based on sex at schools receiving federal funding . This includes harassment and tion for failing to conform to gender expectations and is interpreted to often include persons . transitioning . The , legal , goes through to affirm one gender identity . NOTES . and Swearer , Addressing Research Gaps in the Intersection between Homophobia and Bullying , School Review 37 ( 2008 ) Ryan , Diaz , and . Sanchez , Family Rejection as a Predictor of Negative Health Outcomes in White and Latino Lesbian , Gay , and Bisexual Young Adults , Pediatrics 123 ( 2009 ) Ryan , Russell , Diaz , and . Sanchez , Family Acceptance in Adolescence and the Health of Young Adults , Child and Adolescent Nursing 23 ( 2010 ) For percentages of youth identifying as , see , Rider , Shea , and Coleman , Risk and Protective Factors in the Lives of Nonconforming cents , Adolescent Health 61 ( 2017 ) and , Barrios , McManus , berry , et , Transgender Identity and Experiences of Violence Victimization , Substance Use , Suicide Risk , and Sexual Risk Behaviors among High School

342 Introduction to Studies States and Large Urban School Districts , 2017 , Morbidity and Mortality Weekly Report 68 , no . 2017 ) 67 , aI for labels staying consistent , see , Pena , and Knox , Sexual Orientation and Risk Factors for Suicidal Ideation and Suicide Attempts among Adolescents and Young Adults , American journal of Public Health 97 ( 2007 ) and for estimates of those who identify as lesbian , gay , or bisexual , see Gates , How Many People Are Lesbian , Gay , Bisexual , and Transgender ?

2011 , Human Rights Campaign , Growing Up in America Youth Survey Report Key Findings ( Washington , Human Rights Campaign , 2013 ) Pew Research Center , A Survey of Americans Attitudes , Experiences , and Values in Changing Times ( Washington , Pew Research Center , 2013 ) for youth who resist labels , see , The New Gay Teenager ( Cambridge , MA Harvard University Press , 2005 ) and , as Resistance Understanding Identities among Emerging Adults , Youth 13 , no . 2016 ) Herman , Flores , 2022 ) How Many Adults and Youth as Transgender in the United States ?

The Williams Institute , UCLA School of Law . Human Rights Campaign , 2018 Youth Report , 2018 , for mothers and fathers responses , see , Howell , and Hubbard , Parent Reactions to Transgender Youth Gender Nonconforming Expression and Identity , Of Gay and Lesbian Social Services 18 , no . 2005 ) Martin and Ruble , Patterns of Gender Development , Annual Review of Psychology 61 ( 2010 ) For reducing distress and dysphoria , see , and , Mental Health of Transgender Children Who Are Supported in Their Identities , Pediatrics 137 ( 2018 ) for reducing the likelihood of depression and so on , see , and Starks , Awareness of Lesbian , Gay , and Bisexual Youths Sexual Orientation , journal of Marriage and Family 67 ( 2005 ) Doll , and Harper , Overlooked , Misunderstood and at Risk Exploring the Lives and HIV Risk of Ethnic Minority Transgender Youth , journal of Adolescent Health 38 ( 2006 ) Roberts , Rosario , Corliss , and Austin , Childhood Gender mity A Risk Indicator for Childhood Abuse and Posttraumatic Stress in Youth , Pediatrics 129 ( 2012 ) and . Bailey , Gender Nonconformity and Psychological Distress in Lesbians and Gay Men , Archives of Sexual Behavior 35 ( 2006 ) Ryan , Diaz , Card , and . Russell , Lesbian , Gay , and Transgender Youth School Victimization and Young Adult Psychosocial Adjustment , Developmental Psychology 46 ( 2010 ) and Travers , Bauer , Bradley , Gale , and , Impacts of Strong Parental Support for Trans Youth A Report Prepared for Childrens Aid of and Youth Services ,

Education and Youth . For family as protection against negative health outcomes in early hood , see Needham and Austin , Sexual Orientation , Parental Support , and Health during the Transition to Young Adulthood , journal of Youth and Adolescence 39 , no . 10 ( 2010 ) and Ryan et , Family Acceptance in Adolescence and the Health of Young Adults for family support as a lifelong impact , see notto , and Sacker , Age Trajectories of Quality of Life among Older Adults Results from the English Longitudinal Study of Ageing , Quality Research 18 ( 2009 ) and Luo , Xu , and Wentworth , A Longitudinal Study of Social Status , Perceived Discrimination , and Physical and Emotional Health among Older Adults , Research on Aging 34 ( 2012 ) and for trans youth and family support , see Travers et , Impacts of Strong Parental Support for Youth . 10 . For negative outcomes after family rejection , see and A . Effects of Victimization and Sexual Orientation on Lesbian , Gay , or Bisexual Youths Health Risk Behavior , journal Adolescent Health 30 ( 2002 ) and , Being Lesbian , Gay , Bisexual , and 60 or Older in North America , journal of Lesbian and Gay Social Services 13 ( 2001 ) Pew Research Center , A Survey of Americans Ryan et , Family Rejection as a Predictor of Negative Health Outcomes and et , conforming Lesbian , Gay , Bisexual , and Transgender Youth for rejection being associated with emotional distress , see , and Starks , ents ' Awareness of Lesbian , Gay , and Bisexual Youths Sexual Orientation A . and , Patterns and Sexual Factors among Lesbian , Gay and Bisexual Youths , Suicide and Threatening ( 2001 ) in a Sample of Young Men Who Have Sex with Men , cent Health 31 ( 2002 ) and Ryan et , Family Rejection as a Predictor of Negative Health Outcomes for suicidal ideation , see , and Starks , Parents Awareness of Lesbian , Gay , and Bisexual Youths Sexual Orientation , and , Patterns and Sexual Factors among Lesbian , Gay and Bisexual Youths and , in a Sample of Young Men Who Have Sex with Men for suicide attempts , see Ryan et , Family Rejection as a Predictor of Negative Health Outcomes for homelessness , see Ray , Lesbian , Gay , Bisexual and Youth An Epidemic of Homelessness ( New York National Gay and Lesbian Task Force Policy Institute and the National Coalition for the Homeless , 2006 ) and for percentage of homeless youth , see Choi , Wilson , Shelton , and Gates , Serving Our Youth 2015 The Needs and Experiences of Lesbian , Gay , Bisexual , and Questioning Youth Experiencing Homelessness ( Los Angeles , CA Williams Institute True Colors Fund , 2015 ) 11 . Our Story , accessed April 28 , 2021 , 12 . Policy Maps , accessed 2015 , 13 . and . The 2015 National School Climate Survey The Experiences of

344 Introduction to Studies bian , Gay , Bisexual and Youth in Our Nation Schools ( New York , 2016 ) 2015 20 29 20 Full . 14 . Curriculum Laws , Columbia Law Review 17 ( 2017 ) for these policies effects , see , Laws Prohibiting Promotion of sexuality in Schools Impacts and Implications , research brief ( New York , 2018 ) 15 . For an approach , see . et , An Updated Review of Policies and Programs and Their Impact , journal of Adolescent Health 61 ( 2017 ) for reinforcement of gender stereotypes , see Sexuality Information and Education Council of the United States , Pride or Prejudice How Marriage Curricula Present Sexual Orientation , 2008 , and for percentages of parents who favor sex education , see Parents and Teens Talk about Sexuality A National Poll ( New York Planned Parenthood Federation of America and Center for Latino Adolescent and Family Health , 2015 ) 16 . For mentions in health classes , see and , Lesbian , Gay , Bisexual , Transgender , Queer , and Questioning Youths of Inclusive Sexuality Education , journal of Sex Research 51 ( 2014 ) for relationships , see ones and Cox , How Race and Religion Shape Millennial Attitudes on Sexuality and Reproductive Health Findings from the 2015 , Sexuality , and Reproductive Health Survey ( Washington , Public Religion Research Institute , 2015 ) and for omission from sex cation curricula , see Miller and , Through the Looking Glass Programs and Their Impact on cent Human Rights , Sexuality Research and Social Policy ( 2008 ) 17 . and . Dangerous Omissions Sexuality Education and the Betrayal of Youth , American journal Sexuality Education ( 2010 ) 18 . The Trouble of Teen Sex The Construction of Sexuality through Sexuality Education , Sex Education Sexuality , Society , and Learning , no . 2003 ) 19 . Keeping Adolescents in the Picture Construction of Adolescent Sexuality in Textbook Images and Popular Films , in Sexual Cultures and the Construction of Adolescent Identities , ed . Philadelphia ple University Press , 1994 ) 20 . Planned Parenthood Federation of America , Human Rights Campaign Foundation , et , A Call to Action Youth Need Inclusive Sex tion , May 2021 ,

Education and Youth 345 21 . Policy Maps , updated August 2020 , 22 . and , Homophobic Teasing , Psychological Outcomes , and Sexual Orientation among Students What Do Parents and Schools Have ?

School Psychology Review 37 ( 2008 ) and Swearer , Addressing Research Gaps in the Intersection between Homophobia and Bullying , School Psychology Review 37 ( 2008 ) Horn , Adolescents Reasoning about Exclusion from Social Groups , Developmental Psychology 39 ( 2007 ) 23 . Kann , Olsen , McManus , Harris , Flint , Queen , et , Sexual Identity , Sex of Sexual Contacts , and Related Behaviors among Students in Grades States and Selected Sites , 2015 , Morbidity and Mortality Weekly Report , surveillance summaries , 65 , no . 2016 ) 24 . Rider , Shea , and Coleman , Risk and Protective Factors in the Lives of Nonconforming Adolescents , journal of Adolescent Health 61 , no . 2017 ) 25 . For mental health , see , and Starks , Parents Awareness of Lesbian , Gay , and Bisexual Youths Sexual Orientation and , and , Homophobic Teasing for bullying , mental health , and school outcomes , see . Palmer , and . The National School Climate Survey The Experiences of Lesbian , Gay , Bisexual and Youth in Our Nation Schools ( New York , 2014 ) for bullying effect on school outcomes , see , and , School Support Groups , Other School Factors , and the Safety of Sexual Minority Adolescents , in the Schools 43 ( 2006 ) Murdock and , Risk and Protective Factors for Poor School Adjustment in Lesbian , Gay , and Bisexual ( High School Youth Variable and Analyses , Psychology in the Schools 42 ( 2005 ) and Swearer , Turner , Givens , and Pollack , You So Do Different Forms of Bullying Matter for Adolescent Males ?

School Psychology Review 37 ( 2008 ) 26 . For discriminatory and violent behavior , see , and , Educators Reports on Incidence of Harassment and Advocacy toward Students , in the Schools 53 ( 2016 ) 142 for and homophobic speech at school , comments about gender expression , and staff nonintervention , see . Clark , and , The 2017 National School Climate Survey The Experiences of Lesbian , Gay , Bisexual , Transgender , and Queer Youth in Our Nation Schools ( New York , 2018 ) for educators not recognizing harassment , see and , Toward a Consistent Stance in Teaching for Equity Learning to Advocate for and Youth , Teaching and Teacher Education 19 ( 2003 ) and , What Is Homophobic Bias Anyway ?

Defining and Recognizing and Harassment of Youth , journal of School Violence 12 ( 2013 ) and and , Attitudes , Perceptions , and Knowledge of Teachers regarding the Educational Isolation of Sexual Minority Youth , of Homosexuality 51 ( 2006 ) and for youth not reporting harassment and assault , see

346 Introduction to Studies et , The National School Climate Survey and for educator bullying , see et , Reports on Incidence of Harassment and Advocacy toward 27 . National Center for Transgender Equality , Know Your Rights , accessed April 28 , 2021 , 28 . News for Educational Workers , Radical Teacher 92 ( 2011 ) 29 . For New York and Washington laws , see , Dignity for All Safeguarding Students ( Thousand Oaks , CA , 2012 ) 30 . 34 . a ) ii ) 31 . National Center for Transgender Equality , Know Your Rights . 32 . For schools as positive spaces for youth , see Black , ewa , and , Effects of Safe School Programs and Policies on the Social Climate for Youth A Review of the Literature , Youth ( 2012 ) for positive schools , see and , Homophobic Teasing for supportive school groups , see Black , and , Effects of Safe School Programs and , and , School Support Groups for policies to reduce harassment and bullying , see et , The National School Climate Survey and for supportive schools , see , and , and Questioning Students in Schools The Moderating Effects of Homophobic Bullying and School Climate on Negative Outcomes , journal Youth and Adolescence 38 ( 2009 ) and , and , School Support Groups . 33 . For student achievement and quality of life , see . McGuire , Anderson , and Russell , School Climate for Transgender Youth A Mixed Method Investigation of Student Experiences and School Responses , journal of Youth and Adolescence 39 ( 2010 ) for educator ship , see Carroll and . Gilroy , Transgender Issues in Counselor ration , Counselor Education and Supervision 41 ( 2002 ) and . McNulty , ing Competency with Transgender Youth School Counselors as Collaborative Advocates , journal of Issues in Counseling ( 2010 ) and McGuire et , School Climate for Transgender Youth and for supportive school staff making trans youth feel safer , see , Russell , Heck , and , Safe Place to Learn Consequences of Harassment Based on Actual or Perceived Orientation and Gender Nonconformity and Steps for Making Schools Safer ( San Francisco California Safe Schools Coalition , 2004 ) and Russell , McGuire , Lee , and . Adolescent Perceptions of School Safety for Students with Lesbian , Gay , Bisexual , and Transgender Parents , Youth ( 2008 ) 34 . For alliances , see , Lee , Waugh , and , Describing Roles That Alliances Play in Schools From Individual Support to School Change , journal Gay and Lesbian Issues in Education ( 2004 ) and Russell , and , Youth Empowerment and High School Alliances , Youth and Adolescence 38 ( 2009 ) and for clubs in schools , see . Gender the Binary Alliances and Gender Activism , Sexuality Research and Social Policy ( 2008 )

Education and Youth 347 35 . For clubs as protective factors , see Heck , and Cochran , offsetting Risks High School Alliances and Lesbian , Gay , Bisexual , and ( Youth , School Psychology Quarterly 26 ( 2011 ) Sinclair , and Russell , Alliances Are Associated with Student Health A Comparison of and Heterosexual Youth , journal of Research on Adolescence 23 ( 2013 ) Porta , Singer , and , Youth Views on Alliances Building Community , Providing Gateways , and ing Safety and Support , School Health 87 ( 2017 ) and , Rose , and , Strategies to Reduce Suicidal Ideation , Suicide Attempts and Discrimination among Sexual Minority and Heterosexual Adolescents in Western Canada , International journal of Child , Youth and Family Studies ( 2014 ) for research on victimization , see , Perceptions of School Climate , Psychological Sense of Community , and Alliances A Mixed Method Examination ( of Maryland , Baltimore County , 2012 ) McGuire , and Russell , School Climates , and Perceived Safety for Gender Nonconforming Peers , journal of Adolescence 35 ( 2012 ) and Walls , Kane , and , Alliances and School of Sexual Minority Youth , Youth and Society 41 ( 2010 ) for drug use , see Heck , Stewart , and Cochran , Reducing Risk for Illicit Drug Use and Prescription Drug Misuse High School Alliances and Lesbian , Gay , Bisexual , and Transgender Youth , Addictive Behaviors 39 ( 2014 ) for mental health , see et , Alliances and Walls , Kane , and , Alliances and for youth feeling empowered , see Griffin et , Describing Roles That Alliances Play in Schools , and , Challenging the Sounds of Silence A Qualitative Study of Alliances and School Reform Efforts , Education and Urban Society 45 ( 2013 ) and . Mayo , Expanding the Meaning of Social Education What the Social Studies Can Learn from Gay Straight Alliances , Theory and Research in Social Education 41 ( 2013 ) 36 . For banning school clubs , see , and , the Sounds of Silence Mayo , Expanding the Meaning of Social cation and Boyd County High School Gay Straight Alliance et al . Board of Education of Boyd County , 2003 ) 37 . For states suing over bathroom rights , see Emma , 10 More States Sue Obama Administration over Bathroom Directive , Politico , July , 2016 , and for bathrooms as unsafe spaces , see Porta et , Kicked 38 . Lee , Fulton , and Spain , Physical Education and Physical Activity Results from the School Health Policies and Programs Study 2006 , journal School Health 77 ( 2007 ) 39 . Human Rights Campaign , Play to Win Improving the Lives of Youth in Sports , 2017 , 40 . For training , see and , Committing to Social The Behavioral Intention of School Psychology and Education

348 Introduction to Studies Trainees to Advocate for Lesbian , Gay , Bisexual and Transgendered Youth , School Psychology Review 37 ( 2008 ) and for unavailability of professional development , see Israel and Hackett , Counselor Education on Lesbian , Gay , and Bisexual Issues Comparing Information and Attitude Exploration , Counselor Education and Supervision 43 ( 2004 ) and . Whitman , Horn , and . Boyd , Activism in the Schools Providing Training to School Counselors , of Gay and Lesbian Psychotherapy 11 ( 2007 ) 41 . For community opposition , see A . Effects of Dialogue Public School Teachers and Sexual Orientation Prejudice , Small Group Research 41 ( 2010 ) for research on the importance of inclusion and school safety for students , see and , Toward a Consistent Stance in Teaching for Equity for teachers unwilling to advocate , see and , Broadening Views of Social justice and Teacher Leadership Addressing Issues in Teacher Education , Issues in Teacher cation 19 ( 2010 ) and for teachers unwilling to discuss sexual and gender minority identities in the classroom , see , Uncertain Beginnings Learning to Teach Paradoxically , Theory into Practice 43 ( 2004 ) 42 . Clark , and , The 2019 National School Climate Survey The Experiences of Lesbian , Gay , Transgender , and Queer Youth in Our Nation Schools ( New York , 2020 ) 43 . For the pandemic worsening mental health , see Trevor Project , Issues Impacting Youth , january 2022 , and for state legislation that limits discussions of identities , see Wyatt Ronan , 2021 Becomes Worst Year in Recent History for State Legislative Attacks as Number of States Enact Number of sures into Law , Human Rights Campaign , press release , May , 2021 , 44 . In 2020 a district court judge found that South no promo homo laws violated the rights of students . John Riley , Federal Court Declares South Carolina No Promo Homo Law , March 11 , 2020 , 45 . et , The 2017 National School Climate 46 . Bishop , Windows , Mirrors , and Sliding Glass Doors , Perspectives Choosing and Using Books for the Classroom , no . Summer 1990 ) 47 . How Girls Achieve ( Cambridge , MA Harvard University Press , 2019 )