Impact of a simulation on educator support of LGBTQ youth

Examining the Knowledge, Skills, and Dispositions of 4-H Professionals Related to LGBTQ+ Youth

“…Notably, professional development played a role in determining the extent to which professionals had the knowledge and skills to effectively serve the needs of all LGBTQ+ young people, a finding consistent with existing literature (Bradley et al, 2019;Gonzalez, 2016). As we anticipated, professionals who had previously received training related to LGBTQ+ young people were more likely to have the skills to access LGBTQ+-affirming resources and refer…”

“…In terms of dispositions, we hypothesized that professionals would score higher on disposition indicators related to general acceptance of LGBTQ+ youth and need for training but lower on disposition indicators related to making structural program changes, such as ensuring that 4-H dances are LGBTQ+-affirming or allowing youth to use bathroom facilities according to their gender identity. Finally, specific to RQ1a, we hypothesized that professionals who had attended training would have higher scores for knowledge and skills, in line with previous research findings (Bradley et al, 2019;Gonzalez, 2016). However, given the wide variation of training available about serving LGBTQ+ youth-including the time, depth, and objectives of such training-we did not anticipate a significant difference in dispositions between those who had and had not attended training.…”

“…Professional development of educators and youth-serving professionals is key to developing the knowledge and skills needed to work effectively with LGBTQ+ young people (Bradley et al, 2019;Doellman, 2017). Nevertheless, many educators have not participated in LGBTQ+ youthrelated training and are therefore not adequately prepared to support this population competently and proactively (Goodrich & Luke, 2010Gonzalez, 2016McCabe et al, 2013), particularly as it relates to having the skills to appropriately interact with LGBTQ+ youth and intervene when necessary (Farmer et al, 2013).…”

Talking back: trans youth and resilience in action

“…The literature suggests that there are a number of factors that promote resilience in trans youth, including socioeconomic security, parental support, supportive school personnel, peer acceptance, institutional flexibility and a sense of collective and non-prescriptive trans identity (Bradley et al, 2019;Meadow, 2018;Travers, 2018). These factors were highlighted by trans youth in our study and some are featured in the prototype.…”

“…The value of simulation as a learning tool for higher order learning that has real potential to change beliefs and behaviors cannot be overstated. In a study of anti-bullying education among school personnel, Bradley et al (2019) posit that realistic simulations are an ideal form of training allies to intervene and prevent LGBTQ bullying, as digital roleplaying is a low-stakes way to encounter issues and consider responses. In particular, this method of engaging allies does not position trans youth as having to continually share trauma in a damage-centered storyline (Tuck, 2009).…”