Engines of Activism: GSA Advisors Sparking Activism, Remedy, and Repair

• In Event: Queer and Trans Activism, Resistance, Remedy, and Repair in Tough Times: “We’re Still Fucking Here”

Abstract

Context
GSAs (Gender Sexuality Alliance or Gay-Straight Alliance) are student-led groups that bring students together to provide affirming spaces and support for youth interested in supporting LGBTQ equity. Research on LGBTQ activism in schools is limited (Authors 1 & 2, under review), however research on GSAs indicate that they tend to be mostly used as social and support spaces and it is rare that they become centers for activism and leadership development (Truong et al 2021). However when GSAs are used to inspire advocacy and activism they are sites for leadership development, self-efficacy, and empowerment in youth (Collin 2013; Mayberry 2006; Poteat et al 2020). Colorado is a unique context for this study as it is one of the few states that has a supportive policy context for addressing LGBTQ topics in schools including strong nondiscrimination protections and curriculum standards that require the inclusion of LGBTQ content in the social studies curriculum.
Data & Methods
This paper presents data collected from an in-depth interview study (Seidman 1998) of six GSA advisors in secondary schools across Colorado during the 2022-23 school year. These data are part of a larger study which focused on educators supporting student activism for LGBTQ+ equity. Based on thematic analyses (Xu & Zammit 2020) of the data the authors present a model of the GSA as an engine for activism when facilitated by an educator who has a history of activism and long-standing commitments to movements for equity and justice.
Results & Significance
Each of our participants had strong identities as activists with long histories of engaging in work related to social justice (environmental activism, reproductive rights, racial justice, and LGBTQ rights) and brought this knowledge and commitment into their work with the students in their GSA. As such, they acted as the spark to convert the energy the youth brought to the GSA into justice-oriented projects that impacted their school, district, and larger community. The authors will share data that illluminates the personal histories and identities that shaped the actions taken by these advisors. Participants spoke about how they supported and coached students to engage in various forms of activism and advocacy including: starting a GSA, addressing the school board in favor of a resolution supporting LGBTQ-inclusive education, serving on a district committee to create more gender-neutral bathrooms in district schools, preparing and delivering a staff training on LGBTQ-inclusive practices, and organizing the first-ever coalitional justice event (Black Lives Matter, Dreamers, and Pride) in a rural community. By sharing what makes it possible for diverse educators to engage in activism with students in a supportive context like Colorado, we hope the findings from our study will inform future research as well as inspire and equip other educators to take on similar work for remedy and repair, even in more hostile policy contexts.

Authors

• Liz Meyer, University of Colorado - Boulder

• Erin R. Kurtz, University of Colorado - Boulder

• Rebecca G. Kaplan, Boulder Valley School District