Voices of Queer Youth in Urban Schools: Possibilities and Limitations

Blackburn, Mollie V.; McCready, Lance T.

doi:10.1080/00405840902997485

Cited by 60 publications

(31 citation statements)

References 9 publications

(5 reference statements)

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“…Indeed, youth workers may be perceived more as allies, coaches, or friends and part of a larger support system by the students who need them most. Gay Straight Alliances have been critiqued by researchers because they are often sites where Whiteness is normalized (Blackburn & McCready, 2009), where white privilege blurs their oftenpublicized social justice mission, and where queer students of color, poor students, and gender non-conforming students are marginalized (C. Mayo, 2009;McCready, 2004bMcCready, , 2009. Given the different lens through which students may perceive youth workers, many of the aforementioned critiques may be mitigated, especially if GSA meetings are taken off school grounds and moved to sites centered in community spaces where students interact differently with their peers.…”

Section: Resultsmentioning

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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Section: Resultsmentioning

confidence: 99%

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

Mayo

2015

Child & Youth Services

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“…Scholars have already underscored the importance of developing school-based approaches to meeting the needs of sexual minority or gendernonconforming students that recognize how intersectionality shapes these youths' experiences within schools and society (Blackburn & McCready, 2009;McCready, 2004). Efforts such as these must not overlook students' attitudes about the transgender community as this population is commonly excluded from school-based programs (McGuire, Anderson, Toomey, & Russell, 2010).…”

Section: Discussionmentioning

confidence: 95%

Urban Students’ Attitudes About Sexual Minorities Across Intersections of Sex and Race/Ethnicity: Data From a Longitudinal Study

Gastic

2012

Journal of LGBT Youth

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This study examined the association between having a gay or lesbian friend and urban students' attitudes about sexual minorities. Results indicate that females were more likely than males to express supportive views about gays and lesbians. The contours of these sex differences were distinct by race/ethnicity. Black males and females differed more frequently in their views than did Whites or Latinos. Latino and Latina students expressed consistent views on sexual minorities with one exception: Latinas were nearly twice as likely as Latino males to say that they would remain close to a friend who came out as gay or lesbian.

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“…Additionally, working with groups such as Gay, Lesbian and Straight Education Network (GLSEN), teachers and students can learn to interrogate and interrupt the denigration of femininity and homophobic policing of gender expression and behavior. Although many educators and researchers importantly stress the need for such efforts to ensure a safe, learning environment for queer‐identified and gender nonconforming students (Blackburn and McCready 2009), such efforts could also open up spaces for all students to explore their gender and sexual identities without fear of ridicule or repression.…”

Section: Discussionmentioning

confidence: 99%

Difference Matters: Embodiment of and Discourse on Difference at an Urban Public High School

Chikkatur

2012

Anthropology & Edu Quarterly

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This article examines how students and teachers at an urban public high school embodied and understood various social categories of difference. Although ascriptions and experiences of racial and gender identities varied, these identities were often viewed as biological in origin and static in nature. The complexities and contradictions evident in the everyday conversations about difference at the school might serve as effective starting points for discussions about the social construction of difference. [race and gender, everyday discourse about difference, high school, race as a biological category] Karen Levy was reviewing the week's vocabulary words in her 9th grade English class. To explain the word "adherent," Mrs. Levy asked if one could be an adherent of a racial group. Before the students answered, Mrs. Levy asked the students to raise their hands if they were Catholic, Jewish, and so on. Mrs. Levy then said that there are some things one can choose and others that one can't. Race and ethnicity, she said, were identities one could not choose, while religious and political affiliations were chosen identities. Tyler, an African American male student, said, "You can choose

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Voices of Queer Youth in Urban Schools: Possibilities and Limitations

Cited by 60 publications

References 9 publications

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

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

Urban Students’ Attitudes About Sexual Minorities Across Intersections of Sex and Race/Ethnicity: Data From a Longitudinal Study

Difference Matters: Embodiment of and Discourse on Difference at an Urban Public High School

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