Heterosexual Allies: A Descriptive Profile

Goldstein, Susan B.; Davis, D.

doi:10.1080/10665684.2010.505464

Cited by 70 publications

(54 citation statements)

References 39 publications

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“…Leerlingen kunnen echter voor zichzelf en elkaar opkomen (Griffin & Ouellett, 2003), bijvoorbeeld via deelname aan een Gay-Straight Alliance (GSA) (Fleming, 2012;Goldstein & Davis, 2010). GSA's zijn groepen van LHBT-en niet-LHBTleerlingen die proberen een veiliger schoolklimaat voor LHBT-leerlingen te creeren (Friedman-Nimz et al, 2006;NJI, 2014).…”

Section: Rainbow Warriors: Waarom Leerlingen Actief Zijn In Gay-straiunclassified

“…Onderzoek naar motieven van leerlingen om af te zien van GSA-deelname laat zien dat gebrek aan interesse, tijdgebrek, bang zijn voor gevolgen en niet (openlijk) LHBT zijn daarbij een rol spelen (Heck, Lindquist, Stewart, Brennan, & Cochran, 2013). Ook heeft onderzoek zich gericht op de motieven van docenten die GSA's begeleiden (Valenti & Campbell, 2009;Watson et al, 2010) en van alleen niet-LHBT-leerlingen (Goldstein & Davis, 2010). Deze leerlingen gaven aan vooral bij de GSA te gaan om op te komen voor mensenrechten en LHBT-vrienden te ondersteunen (Goldstein & Davis, 2010).…”

Section: Betrokkenheid Bij Gsa'sunclassified

“…Ook heeft onderzoek zich gericht op de motieven van docenten die GSA's begeleiden (Valenti & Campbell, 2009;Watson et al, 2010) en van alleen niet-LHBT-leerlingen (Goldstein & Davis, 2010). Deze leerlingen gaven aan vooral bij de GSA te gaan om op te komen voor mensenrechten en LHBT-vrienden te ondersteunen (Goldstein & Davis, 2010).…”

Section: Betrokkenheid Bij Gsa'sunclassified

“…Bovendien is twijfelachtig of de eerdere onderzoeken te generaliseren zijn naar de Nederlandse context, omdat het bestaande onderzoek kleinschalig is en uitgevoerd in de Verenigde Staten (Eaton, 2005;Goldstein & Davis, 2010). Door motieven en kenmerken van leerlingen met betrekking tot GSA-deelname te onderzoeken, ontstaat er een completer en rijker beeld van LHBT-leerlingen en hun medestanders.…”

Section: Betrokkenheid Bij Gsa'sunclassified

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Rainbow warriors: Waarom leerlingen actief zijn in Gay-Straight Alliances

2015

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Section: Rainbow Warriors: Waarom Leerlingen Actief Zijn In Gay-straiunclassified

Section: Betrokkenheid Bij Gsa'sunclassified

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Rainbow warriors: Waarom leerlingen actief zijn in Gay-Straight Alliances

2015

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“…He distinguished between allies who work because of personal connections to (self-interest) or concern for (altruism) marginalized groups and those who work for change because they see themselves implicated in and harmed by the oppression of others (social justice). His understanding, as well as the work of other scholars who put forth more nuanced notions of allyship, serve to demonstrate that an ally is more than a caring person who works to help troubled youth [26,27]. Our conception of allyship draws on this important distinction between those who simply care for others and those who are invested in social justice and a radical restructuring of society to work against systems of oppression.…”

Section: Introductionmentioning

confidence: 99%

When Care and Concern Are Not Enough: School Personnel’s Development as Allies for Trans and Gender Non-Conforming Students

Marx¹,

Roberts²,

Nixon³

2017

Social Sciences

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Trans people-and particularly trans youth-have come to the forefront of political and educational discussions, especially as legislation has aimed to ensure that school personnel act as enforcers of state-level policies targeting trans youth. For this reason, and because research demonstrates that youth in schools form attachments to and receive support from school personnel, our research looks at school personnel's development as allies. By analyzing focus group data following a training workshop, we explore how participants understand their roles as allies to trans and gender non-conforming youth. We found that trans issues were salient and participants expressed new knowledge about and openness towards transgender youth, as well as care and concern for their wellbeing. Nonetheless, many participants retained frames of understanding that relied on trans people as Other and that situated their roles as allies through the frameworks of protection and care. We argue that these understandings of trans youth and the role of allies reinforces cisnormativity, and we push for a more nuanced understanding of allyship that moves beyond knowledge, beliefs, attitudes and intended behaviors as markers of allyship to ensure that allies do not reproduce cisnormativity even in their support of trans and gender non-conforming youth.

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Advocating for social justice, equity, and inclusion in the workplace: An agenda for anti‐racist learning organizations

Bohonos

Sisco

2021

New Dir Adult Contin Educ

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Amidst ongoing racist violence in the United States, this article will recognize workplace‐based efforts to act against racially motivated discrimination targeted at the Black community. More specifically, this article will examine anti‐racist initiatives in the workplace by connecting these efforts to broader discussions of human rights, organizational social justice, and the Black Lives Matter movement. Culturally responsive leadership approaches, ally development efforts, employee resource groups, and mentorship/sponsorship programs are among the leading strategies currently used by employers to resist workplace racism; and thereby, each of these initiatives will be reviewed to illustrate how they drive organizational efforts, foster anti‐racist workplace cultures, and work against antiblackness. To consider how this work can be improved, the article concludes with suggestions for how academic HRD programs can reform curriculum to prepare graduates to be drivers of organizational social justice.

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Heterosexual Allies: A Descriptive Profile

Cited by 70 publications

References 39 publications

Rainbow warriors: Waarom leerlingen actief zijn in Gay-Straight Alliances

Rainbow warriors: Waarom leerlingen actief zijn in Gay-Straight Alliances

When Care and Concern Are Not Enough: School Personnel’s Development as Allies for Trans and Gender Non-Conforming Students

Advocating for social justice, equity, and inclusion in the workplace: An agenda for anti‐racist learning organizations

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