Support and Nonsupport by LGBTQQ and Gender-Creative Students in Schools

• In Event: Teacher Researchers Learning to Advocate for Diversity in Sexual Identity and Gender Expression in Schools

Abstract

The second paper, presented by two teacher-researchers, examines the experiences of LGBTQQ-indentifying and gender creative students in schools from the points-of-view of the students. There is a significant and growing body of research documenting the hostilities that sexual minority and gender creative youth face in U.S. and international school contexts (see, e.g., Hillier, Turner, & Mitchell, 2005; Wyss, 2004; Ryan & Rivers, 2003). In their consistent tracking of school climate for LGBTQQ youth over time (1999 to 2012), the Gay, Lesbian, and Straight Education Network (GLSEN), through their National School Climate Survey, has identified both continuing problems faced by LGBTQQ youth in schools as well as potential solutions (Kosciw, Greytak, Bartkiewicz, Boesen, & Palmer 2012). Overwhelmingly, schools continue to be hostile environments for these young people, where they persistently experience biased remarks; victimization, harassment, and assault; pervasive absenteeism; lowered educational aspirations and academic achievement; and poor psychological well-being (Kosciw et al, 2012, pp. xiv-xv). Based in their work as part of a teacher-inquiry group committed to combatting heterosexism, homophobia, and transphobia in schools, these two teacher-researchers share the results of interviews conducted with LGBTQQ-identifying and gender-creative students to answer the question: How are LGBTQQ and gender-creative youth experiencing support and non-support in schools? Purposive sampling (Patton, 1990) was used in order to identify information-rich cases that exemplify the key foci of our inquiry. Interviews were conducted with youth ages 8 to 25 who identified as gay, lesbian, trans*, queer, questioning, or gender-creative. These students attend or had attended urban, suburban, and small town schools, both public and public charter. Students came from the midwest, with most concentrated in or around a major midwestern city within a single state. Data included audiotaped and transcribed interviews. Interviews were coded and analyzed using a grounded approach and constant comparison (Strauss & Corbin, 1998). This analysis was conducted by the teacher inquiry group over the course of a school year. Findings suggest that LGBTQQ and gender creative students appreciate of even minor expressions of support even when such expressions fail to allow for things like attending school events with a same-sex date or to prevent things like fights grounded in homophobia. When, however, these students encounter more pronounced support, they are able to experience school in ways that are both more innocuous and productive. Some even manage to assert themselves in extending support to other LGBTQQ and gender creative students in their schools. These findings suggest that the more teachers and administrators can do to support LGBTQQ and gender creative students, the more they can do for themselves. That is to say, the impact of such efforts are multiplied rather than additive.

Authors

• Kim Swenson, Westerville City Schools

• Courtney Johnson, Columbus City Schools