“…Empirical data reveal how the presence of GSAs can help cultivate more inclusive learning environments (Kosciw et al 2012;Taylor et al 2011), with group members learning about oppression (Mayo Jr. 2013), educating the school community about equity issues (Gay, Lesbian, and Straight Network 2007;Mayo Jr. 2013), confronting injustice (Currie, Mayberry, and Chenneville 2012;Mayo Jr. 2013), and lobbying for social change (Conway and Crawford-Fisher 2007;Gay, Lesbian, and Straight Education Network 2009). Many GSAs aim to challenge heterosexist and gender-normative knowledge (see Currie, Mayberry, and Chenneville 2012;Mayo 2004;Mayo Jr. 2013;Schindel 2005), with participation empowering students to contest homophobia (Currie, Mayberry, and Chenneville 2012) and setting the stage for student activism that can help transform schools (Russell et al 2009).…”