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Making Schools Safe for All Students: Assessing the Utility of Supportive School Resources for Lesbian, Gay, Bisexual and Transgender Students of Color
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| Presenter(s):
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| Elizabeth Diaz,
Gay, Lesbian and Straight Education Network,
ediaz@glsen.org
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| Joseph Kosciw,
Gay, Lesbian and Straight Education Network,
jkosciw@glsen.org
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| Riley Snorton,
University of Pennsylvania,
rsnorton@asc.upenn.edu
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| Abstract:
Advocates for safer schools often stress the importance of resources that improve school climate for and provide support to lesbian, gay, bisexual and transgender (LGBT) students, such as comprehensive school anti-harassment policies and Gay-Straight Alliances. Some research demonstrates the potential effectiveness of these types of resources. However, much of this research is based on findings obtained from samples of predominately white LGBT students. The small body of literature that exists about LGBT students of color demonstrates that they often face additional challenges related to their race and ethnicity. Whether the resources traditionally supported by safer schools advocates meet the needs of LGBT students of color is an issue that remains largely unexplored. Using data from a national survey and focus-groups with LGBT students of color, this study examines the accessibility and utility of traditionally recommended resources and the ways in which LGBT students of color seek support in school.
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Jump-starting Student Leaders for Creating Safer Schools: An Evaluation of a Student Leadership Program for Addressing Lesbian, Gay Bisexual and Transgender Issues in Secondary Education
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| Presenter(s):
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| Joseph Kosciw,
Gay, Lesbian and Straight Education Network,
jkosciw@glsen.org
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| Elizabeth Diaz,
Gay, Lesbian and Straight Education Network,
ediaz@glsen.org
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| Abstract:
This paper will examine findings from an evaluation of a national leadership program for secondary school students. The purpose of JUMP-START, a project of the Gay, Lesbian and Straight Education Network (GLSEN), is to create a team of student leaders committed to creating safer schools for all students, with particular attention to the unique problems faced by many lesbian, gay, bisexual and transgender (LGBT) students. Using a quasi-experimental design, the evaluation examines differences between these student leaders and a comparison group of other students doing similar safe schools work in their communities. In particular, we will examine the effectiveness of the program related to the students' community involvement, civic engagement, self-efficacy, well-being and academic success. This paper will also examine how local context (e.g., family, school and community climate re: LGBT issues) may affect program delivery and the ability of the leadership program to effect positive change for the participants.
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