The Reduction of Stigma in Schools: A New Professional Development Model for Empowering Educators to Support LGBTQ Students

Payne, Elizabethe; Smith, Melissa J.

doi:10.1080/19361653.2011.563183

Cited by 81 publications

(48 citation statements)

References 20 publications

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“…Newly acquired knowledge was often contrasted with previous ignorance: interventions "dispel[led] some myths and stereotypes" 3 (Geasler, Croteau, Heineman, & Edlund, 1995, p. 485), and they were an "eye opener" (Edwards, 2010, p. 368). It must be noted that the metaphor of opening one's eyes was particularly common (Edwards, 2010;Eyre, 1993;Foreman & Quinlan, 2008;Geasler et al, 1995;Getz & Kirkley, 2006;Goldberg, 1982;Knotts & Gregorio, 2011;Payne & Smith, 2011).…”

Section: Results: Thematic Analysismentioning

confidence: 99%

“…'most teachers have felt themselves to be in no position to go very far beyond what they could justify in terms of government policy' (DePalma & Atkinson, 2009, p. 846). Both teachers (Payne & Smith, 2011) and students (Young, 2009) have referred to pro-gay initiatives in schools as "rocking the boat" --suggesting it is something fundamentally hazardous. Young (2009) further analyzed this metaphor, and found that the "rocking" could be performed by two agents: the school, whom the students saw as incompetent in this matter; and by "we", the students themselves.…”

Section: Theme 2: "Not Just Weirdoes"mentioning

confidence: 99%

“…Indeed, the perceived idealism of training programs sometimes came across as unacceptably patronizing. A teacher, when favorably comparing Payne and Smith's (2011) program to other, less agreeable training workshops, stated that "it's seen as a slap in the face if we're told what to do … by someone that has not walked in our shoes" (Payne & Smith, 2011, p. 187).…”

Section: Theme 2: "Not Just Weirdoes"mentioning

confidence: 99%

“…Edwards (2010) asked male students to experiment with nail polish as a course assignment on the sociology of gender; the students' experiences with harassment (as well as news stories about a homophobic murder) prompted her to turn this compulsory exercise into an optional one. One educator in Payne and Smith's (2011) professional development program recalled an incident in which a school principal made a teacher apologize to a student's parents for challenging the student's homophobic language. Young (2009) also offered a detailed account of the tensions NEGOTIATING THEORY 18 between a school official and the local Gay-Straight Alliance.…”

Section: Theme 2: "Not Just Weirdoes"mentioning

confidence: 99%

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Negotiating Theory When Doing Practice: A Systematic Review of Qualitative Research on Interventions to Reduce Homophobia

Bartoş

Hegarty

2018

Journal of Homosexuality

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We performed a systematic review of qualitative research on interventions to reduce homophobia. Specifically, we conducted a thematic analysis of participant feedback given in 30 qualitative and mixed-methods studies. Participants often described interventions as "eye-opening." However, they also criticized many interventions for their mismatch with the social, historical, or institutional context in which they were conducted. Some participants rejected the interventions altogether, describing them as offensive or disgusting. We drew three conclusions. First, participants not only were actively making sense of the interventions but also were often aware of philosophical and political tensions (especially liberal vs. queer approaches). Second, participants sometimes used the perceived inadequacy of the intervention for the local context as an argument to resist change. Finally, tensions in participant feedback (eye-opening vs. disgusting) can be read as evidence that reducing homophobia is "dirty work": such work is both vital for society and despised by many.

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Section: Results: Thematic Analysismentioning

confidence: 99%

Section: Theme 2: "Not Just Weirdoes"mentioning

confidence: 99%

Section: Theme 2: "Not Just Weirdoes"mentioning

confidence: 99%

Section: Theme 2: "Not Just Weirdoes"mentioning

confidence: 99%

See 2 more Smart Citations

Negotiating Theory When Doing Practice: A Systematic Review of Qualitative Research on Interventions to Reduce Homophobia

Bartoş

Hegarty

2018

Journal of Homosexuality

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“…In fact, the school environment is even more hostile, especially to the LGBT students. The stigma or discrimination against gay people, which is commonly known as homophobia, is rampant in most countries, and especially in the schools, where the wellbeing of the LGBT members is negatively affected (Payne and Smith, 2011).…”

Section: Introductionmentioning

confidence: 99%

Stigmatization and Suicide Vulnerability in LGBT Students: Inquiry and Recommendations

Hanımoğlu

2019

Journal of Education and e-Learning Research

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In all countries, schools should be a safe environment for the students. Nonetheless, the LGBT students are too often faced with a schooling experience that is characterized by inadequate access to LGBT-related information, discrimination, harassment, cyber bullying, and, in worst cases, sexual and physical abuse. The different abusive experiences of these students cause great physical and emotional stress leading to poor performance, increased school dropout cases, and suicide among others despite the fact that the right to have education is being protected under the most countries' laws as well as the international law. The article reviews the existing research in regards to stigmatization and how it makes the students vulnerable to suicide, and it suggests recommendations for dealing with the existing knowledge and policy gaps. Studies indicate that LGBT students in schools which promote the formation of GSAs are less likely to attempt suicide, miss school, and suffer from bullying as compared to schools without the support groups. Moreover, parents with LGBT children should become more supportive, educative and monitor their children's behavior to ensure that they do not suffer from stigmatization which triggers suicidal behavior.

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Violence against LGBTQ Students

Payne¹,

Smith²

2018

The Wiley Handbook on Violence in Education

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The Reduction of Stigma in Schools: A New Professional Development Model for Empowering Educators to Support LGBTQ Students

Cited by 81 publications

References 20 publications

Negotiating Theory When Doing Practice: A Systematic Review of Qualitative Research on Interventions to Reduce Homophobia

Negotiating Theory When Doing Practice: A Systematic Review of Qualitative Research on Interventions to Reduce Homophobia

Stigmatization and Suicide Vulnerability in LGBT Students: Inquiry and Recommendations

Violence against LGBTQ Students

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