Gay-Straight Alliances

Lipkin, Arthur

doi:10.1300/j367v01n03_02

Cited by 9 publications

(7 citation statements)

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“…The first high school gay support group was founded in 1984 to address the underserved needs of gay and lesbian students, by providing education, reducing verbal and physical abuse, preventing suicide, and disseminating accurate AIDS information (Lipkin, 2004;Uribe, 1994). It created workshops for teachers, counselors, and other support personnel, as well as established support groups for students dealing with sexual orientation issues.…”

Section: Gay-straight Alliancementioning

confidence: 99%

Working with youth on LGBT issues: why Gay–Straight Alliance advisors become involved

Valenti

Campbell

2009

Journal Community Psychology

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This phenomenological qualitative study explores motivation for citizen participation in a local context by exploring the experiences of Gay‐Straight Alliance (GSA) club advisors from public high schools. Fourteen advisors from one midwestern state were randomly recruited for participation. Inductive and deductive qualitative analyses elucidated themes and subthemes surrounding the motivation for becoming an advisor. Two major themes that emerged were a protective attitude toward lesbian, gay, bisexual, and transgender (LGBT) youth, a personal connection with sexual minority people/issues. It became clear that deciding to become a GSA advisor was not necessarily an easy decision. Therefore, the decision‐making process was analyzed, elucidating themes surrounding worries (possible lack of credibility, fear of job loss, and being accused of recruiting youth to the ‘gay lifestyle’) and security (tenure or protections against being fired, and being married). Limitations and implications for future research and practice are discussed. © 2009 Wiley Periodicals, Inc.

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Section: Gay-straight Alliancementioning

confidence: 99%

Working with youth on LGBT issues: why Gay–Straight Alliance advisors become involved

Valenti

Campbell

2009

Journal Community Psychology

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“…The success of the program hinged on its within school educator-to-educator program delivery (as opposed to employing off-site consultants), a research-based program content designed specifically for that school, and partnering with a university school of education to add credibility to the program and facilitate the essential administrative support for the program. Reflecting on Biegel (2010) and Lipkin’s (2003) robust and accessible discussions of proactive strategies for improving school climate could also help administrators and advisors develop a greater understanding of LGBT issues and illustrate the roles they can play in reforming school practices that disenfranchise LGBT students and other marginalized groups.…”

Section: Discussionmentioning

confidence: 99%

“…A common theme running through much of this literature is educators’ fear of potential backlash from parents and other community members as they work toward educating the school community about homophobia and heterosexism. Linked to this theme, there now exists a number of practical guides which offer strategic approaches to counter parental and community antigay discourses that permeate both the school and wider society (Biegel 2010; Lipkin 2003; Macgillivray 2004b).…”

Section: Heteronormativity and Sexual Stigma In Schools: A Brief Reviewmentioning

confidence: 99%

Gay-Straight Alliances

Mayberry

2013

Humanity & Society

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This article explores sexual minority youth empowerment by examining the experiences of Gay-Straight Alliance (GSA) club members, advisors, and school administrators from four public high schools in the southeastern United States. Twelve GSA members, four GSA advisors, two high school principals, and two district administrators consented to be part of this study. Drawing on current research into heteronormativity and social stigma, the author applies Zimmerman’s three levels of empowerment—psychological, organizational, and community—to examine the ways in which GSA members are empowered (or not empowered) to challenge the heteronormative culture upon which their stigmatized sexual identity and the need for GSAs is based. The voices featured here suggest that GSAs successfully empower their members on a psychological level to “speak out” against antigay sentiments and behaviors but are limited by the fear of parental and community resistance in their ability to develop into fully empowered organizations or to strategically build substantive coalitions with community organizations beyond the school setting. Consequently, GSA’s efforts to engage in activist projects aimed at disrupting the heteronormative practices underlying lesbian, gay, bisexual, and transgender stigmatized sexual identities are constricted. The author considers the implications of these findings and concludes with questions for future research.

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“…Other studies found that membership in GSAs positively impacts school climates (Graybill & Morillas, 2009;Griffin et al, 2004;C. Mayo, 2004) and the lives of their members (Grace & Wells, 2007;Kosciw, Greytak, Bartkiewicz, Boesen, & Palmer, 2012;Lee, 2002;Lipkin, 2004: MacGillivray, 2005C. Mayo, 2009;Walls, Kane, & Wisneski, 2010).…”

Section: Purposes Of Gay Straight Alliancesmentioning

confidence: 99%

Youth Work in Gay Straight Alliances: Curriculum, Pedagogy, and Activist Development

Mayo

2015

Child & Youth Services

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Critical pedagogy empowers Gay Straight Alliance (GSA) advisers facilitate reflective, activist-oriented learning. Its use in school clubs has broad implications for both teachers and youth workers. Informed by critical multiculturalism, this study draws on ethnographic fieldwork from one school year and in-depth interviews with GSA participants. Data reveal that the GSA advisor's understanding of critical pedagogy is characterized by expanding students' knowledge, facilitating students' activism, and encouraging students' reflection on significant interactions with peers and family. The author concludes these pedagogical practices help create long-term GSAs, where engaged student learning and activism promote a "third space" in youth development work.

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Gay-Straight Alliances

Cited by 9 publications

References 0 publications

Working with youth on LGBT issues: why Gay–Straight Alliance advisors become involved

Working with youth on LGBT issues: why Gay–Straight Alliance advisors become involved

Gay-Straight Alliances

Youth Work in Gay Straight Alliances: Curriculum, Pedagogy, and Activist Development

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