The respondents will be informed about the research purpose, the confidentiality of their results (privacy preserved and anonymity guaranteed) and asked to sign consent forms (informed consent). The researcher shall respect the participants’ request for anonymity and confidentiality by ensuring that the data collected for the purposes of this research study remained anonymous and confidential. Respondents will be informed that participation is voluntarily and may
gay, lesbian, bisexual, and transgender students; part-time and full-time students; students with and without disabilities; and students of different races and national origins," it says. The guidance goes on to say that schools are obligated to "respond appropriately" to complaints of
[The Gay-Straight Alliance (GSA) organization at my high school, which meets twice per month, generated a list of concerns that they shared with school administration. The focus was specifically about gender identity, the lack of support from school staff, and the daily scrutiny they face as a result of their sexual orientation and gender identity. Through collaboration with my colleagues it was evident that there had been an increase in teacher and student referrals surrounding gender identity. The feedback from GSA clearly identified that as a school we are not meeting the needs of our LGBT students and those struggling with sexual orientation. Members of the GSA clearly feel that teachers ignore negative comments like “gay” and “faggot” when they hear them in class, that teachers may not clearly understand gender neutral language, and that our Lesbian, Gay, Bisexual, and Transgender (LGBT) students do not feel safe and protected in school. Students needed support advocating for their right to use a restroom, correct pronoun, etc., requiring district, community, parent, and colleague
School psychologists must help create and foster an environment that educates administrators, teachers, and non LGBT students. Many lesbian, gay, bi-sexual, and transgender youth do not feel safe in school. Sexual minority students may suffer harassment (verbal and/or physical) from teachers and peers. As a result, they may experience more absences than heterosexual students. In addition, LGBT youth may turn to drugs and alcohol as a means of coping with the stressful school environment (Patterson 2013, p.192). Many will contemplate or even commit suicide.
In the last few decades more and more young individuals identify as gay, lesbian, bisexual or transgender, which has sparked a level of interest in educators, as well as researchers to determine the amount of students who feel uncomfortable in their school settings, and why. This research paper will inform educators what the need to understand and protect the students in their classroom in order to create a more diverse, healthy and cooperative learning environment for all students. When students are in the educational setting they should not be afraid to attend school or be uncomfortable; educators should make their classrooms and their school a safe havens for all students, no matter their sexual preference. The purpose of this paper is to inform the readers about the Lesbian, Gay, Bisexual, Transgender (LGBT) community history, how it suffers harassment, prejudices, school difficulties, policies that are in place to assist students, as well as some possible solutions to assist in the education setting.
Supported by my high school principle, I researched the topic, created and presented a multimedia workshop to the Roslyn School District faculty discussing positive interventions for LGBTQ youth facing discrimination. The purpose of the training was to increase awareness of LGBTQ youth, to identify language that supports inclusion, and to offer interventions that address bias and discrimination in school settings.
In my paper I will be discussing homophobia in schools and how it affects students and even teachers. Homophobia in schools is the leading cause of suicide and depression among teenagers and young adults. I believe that this is a crucial situation and needs to be addressed both at home and in school. School officials must be permitted and comfortable with addressing issues of homosexuality and homophobia that students may have. This is crucial in not only enabling a LGBT teenager to get an education that is in a non-hostile environment, but also in enabling the student to become a strong confident adult.
The informed consent should indicate the participant has read, and understands the details of the study. A statement regarding the maintenance of privacy, confidentiality, and right to decline to participate is included on the consent form, and discussed with each participant prior to the beginning of any interviews. One copy of the consent form is provided to the participant for their records, with the original signed copy is maintained by the researcher in safe
Background of Group GSA groups have been around since the 1980’s and according to the Gay-Straight Alliance Network there are currently over 4,000 school based groups throughout the United States (Currie, Mayberry, and Chenneville, 2012; Tommey, Ryan, Diaz, and Russell, 2011). GSA groups came out of the Gay Rights Movement during the late 1960’s and early 1970’s. Adolescents identifying as lesbian, gay, bisexual, transgender (LGBT) or align within the context of this spectrum have been victims of bullying, discrimination, prejudice, persecution, and hate within the school system. For one decade, between 1999 and 2009, the Gay, Lesbian, and Straight Education Network (GLSEN) in the United States asking students to describe their high school milieu. According to the findings, 61% of LGBT students feel unsafe, 72% report hearing degrading comments, 85% are verbally harassed, and 40% are physically harassed (Fetner, Elafros, Bortolin, and Drechsler, 2012). The statistics for minority high school students including Latinos and African Americans had slightly elevated rates in both verbal and physical harassment. It was not until the realization that LGBT adolescents, like other adolescents, spend the majority of their time within the confines of the American public education system and suffer, did acknowledgement of creating a safe space for LGBT students develop (Toomey et. al, 2011).
Emily: During the time invested on researching the SAFE Schools organization, I was under the impression that it was a well-organized group with a direct mission statement, however I did not give them enough credit for just how organized they are; Through active involvement and participation of members, new categories of focus are continually being added. While in attendance, I learned from an LGBTQ member that SAFE Schools also offers parent support and outreach for same sex parents. This outreach includes parenting advice, counseling, and a support network of families. The level of support and caring spirit within this community is quite impressive. Even as a new participant with little to no understanding of their culture, every member greeted me, made me feel comfortable, and welcomed all questions. Perhaps the most surprising aspect was how candid panel members were about
In the article “Core Values and the Identity-Supportive Classroom: Setting LGBTQ Issues within Wider Frameworks for Preservice Educators” by Michael Sadowski, Sadowski discusses the issues and research on LGBTQ+ in education and a school environment. He focuses on both the students’ and teachers’ behavior towards LGBTQ+ situations. For students, more often than not, there are many forms of verbal harassment that take place such as slurs and derogatory language. For teachers, it is the lack of intervention when this harassment takes place, “38.6 % of the students…indicated that their teachers never intervened when they hear students use homophobic language…44% indicated that teachers intervened only ‘sometimes’.”
Introduction The Belmont Report establishes ethical standards for researchers seeking to involve human subjects (U.S. Department of Health and Human Services, 1979). Among these standards is respect for persons- the right of people to be treated as autonomous agents (U.S. Department of Health and Human Services, 1979). Privacy, anonymity, and confidentiality (PAC) fall under this standard (Farrimond, 2013). In research studies, privacy refers to an expectation that access to participants ' information will be limited to those that have a legitimate right to it (Farrimond, 2013). It is also expected that reasonable steps will be taken to prevent unauthorized access to the information. To expand on privacy, most studies allow anonymity- the removal of names and other identifying information (addresses, job titles, age) to protect the identities of participants (Farrimond, 2013). Anonymity increases the likelihood that potential subjects will agree to participate in a study, as they feel more comfortable disclosing information that may otherwise result in negative consequences (Farrimond, 2013). Confidentiality ensures study participants that their information will not be shared beyond the scope of the study (Farrimond, 2013).
This article details the some of the issues created by the growing population of transgendered students in the public education system, specifically the story of Aubrey a girl who transitioned in middle school. The article begins by detailing some of the problems transgendered youths face in the school system among these being bullied, in the forms of verbal and physical harassment. Then details how schools are reacting to prevent this kind of harm and build an inclusive environment. The laws vary by state, but 14 states plus D.C. Have laws that prohibit discrimination, and Title 9 bans gender discrimination nation-wide. The article also details how the Central Dauphin School District in Pennsylvania is working to protect at risk students; the district has implemented training for the staff of the 12000 student district, including training on gender
A School Nurse’s Role with LGBTQ+ Youth: Making a Lifetime Impact Students who are lesbian, gay, bisexual, transgender, and other sexual and gender minorities (LGBTQ+) are at high risk for bullying, relationship violence and sexually transmitted infections (STI’s). They are often afraid to speak up for themselves because of prior or anticipated discrimination (Cornelius & Whitaker-Brown, 2017). This paper reviews the literature related to risk factors and health care of LGBTQ+ youth, discusses some legal issues related to the topic, and encourages school nurses to advocate for these students. Issues related to sexuality are often not discussed in health care encounters and opportunities for assessment and education are missed (Santa
The LGBT community has always been a topic that many do not recognize go through serious issues such as suicide. Being a middle schooler or high schooler can be very stressful especially when you feel you’re an outcast because of your sexual orientation. That is why implementing programs or even