Effects of “Safe School” Programs and Policies on the Social Climate for Sexual-Minority Youth: A Review of the Literature

Black, Whitney W.; Fedewa, Alicia L.; Gonzalez, Kirsten A.

doi:10.1080/19361653.2012.714343

Cited by 99 publications

(73 citation statements)

References 18 publications

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“…Students in schools with enumerated policies report stronger connections to school, more safety, and less bullying or harassment (O’Shaughnessy et al, 2004; Kosciw et al, 2014), and among LGBTQ youth, fewer suicide attempts (Goodenow, Szalacha, & Westheimer, 2006; Hatzenbuehler & Keyes, 2013). Such SOGI-focused policies create a policy context for other practices in schools that support school safety and reduce bullying (Black, Fedewa, & Gonzales, 2012; Russell & McGuire, 2008). …”

Section: Sogi-focused Policies and Practicesmentioning

confidence: 99%

Are school policies focused on sexual orientation and gender identity associated with less bullying? Teachers' perspectives

Russell

Day

Ioverno

et al. 2016

Journal of School Psychology

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Bullying is common in U.S. schools and is linked to emotional, behavioral, and academic risk for school-aged students. School policies and practices focused on sexual orientation and gender identity (SOGI) have been designed to reduce bullying and show promising results. Most studies have drawn from students’ reports: We examined teachers’ reports of bullying problems in their schools along with their assessments of school safety, combined with principals’ reports of SOGI-focused policies and practices. Merging two independent sources of data from over 3,000 teachers (California School Climate Survey) and nearly 100 school principals (School Health Profiles) at the school level, we used multi-level models to understand bullying problems in schools. Our results show that SOGI-focused policies reported by principals do not have a strong independent association with teachers’ reports of bullying problems in their schools. However, in schools with more SOGI-focused policies, the association between teachers’ assessments of school safety and bullying problems is stronger. Recent developments in education law and policy in the United States and their relevance for student well-being are discussed.

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Section: Sogi-focused Policies and Practicesmentioning

confidence: 99%

Are school policies focused on sexual orientation and gender identity associated with less bullying? Teachers' perspectives

Russell

Day

Ioverno

et al. 2016

Journal of School Psychology

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show abstract

“…Youth who are actively involved in a GSA or similar campus group may be more comfortable with their sexual or gender identity and experience more personal and relational empowerment (e.g., Black et al, 2012). Therefore, participants in this sample may already have had significant resources because of their involvement with the LGBTQA community.…”

Section: Limitationsmentioning

confidence: 93%

“…Self-disclosure through expressive writing has been found to be effective in diminishing psychological distress, even for people who were not in therapy (e.g., Baddeley & Pennebaker, 2009). Expressive writing has been used to support authenticity in LGBT individuals.…”

Section: Secondary Prevention Applications At the Individual Levelmentioning

confidence: 97%

“…For LGBT students, involvement in LGBTQA-affirming groups, such as GayStraight Alliances (GSAs), fostered personal relationships between students and resulted in a greater sense of connection to others in the LGBTQA community (Black et al, 2012). Collective self-esteem, therefore, may help bolster LGBTQA individuals' healthy psychological functioning and support resilience in unwelcoming or less-than-supportive environments.…”

Section: Collective Self-esteemmentioning

confidence: 98%

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Cultivating Positive LGBTQA Identities: An Intervention Study with College Students

Riggle

Gonzalez

Rostosky

et al. 2014

Journal of LGBT Issues in Counseling

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A brief intervention exercise focusing on positive experiences of lesbian, gay, bisexual, transgender, and queer or questioning young adults and their young adult allies (LGBTQA) was hypothesized to increase positive LGBTQA identity, collective self-esteem, and individual self-esteem. Participants (N = 52) completed pretest, listened to a presentation on positive LGBTQA identities, and wrote personal narratives related to their own positive identity experiences. They then completed posttest and one-month follow-up surveys. Findings indicated that scores on all three outcomes significantly increased between the pre-and posttest but returned to baseline levels when reassessed one month later. Future research should explore ways to enhance the long-term impact of exposure to positive identity interventions on LGBTQA well-being in the current heteronormative cultural environment.

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“…For example, Grey's chapter on drag kings emphasizes the need for safe spaces for LGBTQ students to learn and unlearn current gender constructs. Implementation of safe space programs is associated with positive psychological, physical, and academic outcomes for LGBTQ youth (Black, Fedewa, & Gonzalez, 2012).…”

mentioning

confidence: 99%

A Thoughtful Discourse on Sexuality Education: A Review ofThe Sexuality Curriculum and Youth Culture

Ramirez

Heck

2015

Journal of LGBT Youth

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The present article reviews Carlson and Roseboro's (2011) The Sexuality Curriculum and Youth Culture. The book analyzes factors that influence the sexuality curriculum within today's heteronormative culture, and it is particularly useful for teachers, school administrators, and educators in training. Overall, this book thoughtfully raises awareness about the influences of heterosexist norms and homophobia within the context of traditional education systems.KEYWORDS Advocacy, book review, heteronormativity, sexuality, youth culture Although many states, municipalities, and institutions in the United States-and more broadly around the world-are taking steps to promote equality for individuals who identify as lesbian, gay, bisexual, transgender, and/or queer (LGBTQ), heteronormative influences, fueled by homophobia, biphobia, and transphobia, continue to oppress youth who violate traditional norms in an attempt to express and discover their true identities. Rather than embrace and support such self-exploration and education, many schools continue to advance a one-size-fits-all model of sexuality education that fails to address the unique needs of LGBTQ youth, while simultaneously exposing this demographic to discrimination and victimization. In response, Carlson and Roseboro's (2011) edited compendium, The Sexuality Curriculum and

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Effects of “Safe School” Programs and Policies on the Social Climate for Sexual-Minority Youth: A Review of the Literature

Cited by 99 publications

References 18 publications

Are school policies focused on sexual orientation and gender identity associated with less bullying? Teachers' perspectives

Are school policies focused on sexual orientation and gender identity associated with less bullying? Teachers' perspectives

Cultivating Positive LGBTQA Identities: An Intervention Study with College Students

A Thoughtful Discourse on Sexuality Education: A Review ofThe Sexuality Curriculum and Youth Culture

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