Challenging the Sounds of Silence

Abstract

We explore the efficacy of one increasingly familiar strategic intervention designed to disrupt antigay school environments—Gay–Straight Alliances (GSAs). Despite the increasing popularity of GSAs, there has been little research on the ways in which they do—and do not—impact school climate. The ubiquity of antigay and homophobic attitudes throughout schools highlights the importance of documenting the advantages and disadvantages of this tactical intervention. Using research with GSA student members, GSA advisors, high school principals, and district-level administrators from a case study of high schools, we identify school practices that either support or destabilize antigay school environments: Silence and passive resistance, the provision of safe spaces, and attempts and challenges to breaking the silence. We then explore the limitations of current efforts to create safe-school environments for sexual minority youth and end by discussing how systemic school reform efforts could be used to transform the broader social context.

Using Foucault's theory of disciplinary power to critically examine the construction of gender in secondary schools

“…Gender discourses in school curricula other than sex education are also affected by the motivations and beliefs of teachers, school culture, and the specific subject requirements (Mayberry, Chenneville, & Currie, 2011;McKnight, 2015;Painter, 2008;Stevens & Martell, 2016). Gender is often perceived as a controversial topic due to the argument that information about gender and sexuality is value based.…”

“…Schools often fear negative reactions from parents and communities if the difference in values between school and home are too great. This fear means teachers often maintain dominant discourses of gender to avoid any negative reactions from parents (Mayberry et al, 2011). Teachers in one US study explained that certain topics lend themselves to challenging dominant discourses of gender (Stevens & Martell, 2016).…”

“…Students can be an active part of resisting dominant discourses of gender within schools. Gay-straight alliances (GSAs) provide a space for students to learn about theories that allow them to effectively challenge dominant discourses about gender and sexuality (Elliott, 2016;Mayberry et al, 2011;Mayo, 2013;Woolley, 2016). Students in one US GSA challenged school practices by setting up a gender neutral toilet within their school.…”

“…Although GSAs are shown to be positive for individual students and can achieve some institutional change, they also face challenges. Some schools see GSAs as safe spaces for individual students but limit the types of activism students can participate in (Mayberry et al, 2011). For example, one student in Mayberry et al's (2011) study referred to the principal's resistance to a suggestion of a GSA school assembly.…”

Bullying y Género. Prevención desde la Organización Escolar

“…Numerosos estudios (Brown & Di Tillio, 2013;Losen & Martínez, 2013;Losen & Skiba, 2010;Office for Civil Rights, 2010;Skiba et al 2011) resaltan que los grupos más vulnerables (LGTBI, inmigrantes, minorías étnicas, personas con discapacidad, etc.) son a menudo víctimas de acoso escolar y resaltan la importancia de actuar desde una educación inclusiva.…”