How many students can explain the difference between a person who identifies as gender fluid and someone who identifies as cisgender or transgender? How many of those same students have used homosexual adjectives, such as gay, to offend a heterosexual or humiliate an action? For the most part, a student will not learn about the different types of gender until college and have used homosexual adjectives as insults to describe stupidity or diminish a men’s need to portray emotion. The educational system
Introduction As the student affairs profession develops, it is important to remain aware of how students and their identities are evolving. Higher education is constantly evolving, which is why it is extremely important to take sexual orientation identity and its influence on student development into account. In this paper, I will explore Fassinger’s (1998) sexual orientation identity model and provide an analysis of the theory. I will also share my findings from three interviews with students who
lesbian, and/or/or bisexual youth in the United States, and how these risk factors are different and the same across these three groups. Provide some data, with original sources, regarding frequency of suicidal ideation, frequency of suicidal attempts, and frequency of suicide completion in these groups. Being part of the LGBT community comes with profound challenges that affect the individuals mentally and psychologically. The Lesbian, Gays, Bisexual and Transgender (LGBT) group are characterized
government or state based system is run, and if its parts are functioning at maximum capacity. At its core, the structure and unspoken hierarchy of politics and religion in the educational system decrees how educational institutions respond to a number of issues including bullying, harassment, and assaults. The goal of politics and to an extend public policy, and special interest groups interested in anti-bullying and QUILTBAG (Queer, Undecided, Intersex, Lesbian, Transgender, Bisexual, Agender, Gay)
at either the meeting space of the local LGB youth group, a local coffee bar, or the LGB community center. Participants were compensated $20 because of the time and transportation demands of participation in this study. Instruments were administered in four different orders to control for any potential order effects. This study examined the relations between school climate and school adjustment among 101 lesbian, gay, and bisexual (LGB) high school students and the moderating influence of social