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Session Type: Symposium
Lesbian, gay, bisexual, trans* queer, questioning (LGBTQQ) and gender creative young people suffer hostility and limited access to educational attainment and well-being in schools. Research suggests that access to social, curricular, and adult support can significantly change this situation and make things better for LGBTQQ students, and all students, in schools. Nonetheless, many adults in schools insist that they cannot, or will not, make these changes. This panel of teachers and researchers shares research they have conducted within the context of a long-term teacher inquiry group aimed at understanding how LGBTQQ families and students experience schools in ways that are supportive or not, and why some adults feel able to do this work while others do not.
The Paradox of Visibility: Families Impacted by Homphobia, Heterosexism, and Transphobia in Schools - Mollie V. Blackburn, The Ohio State University; Lane Vanderhule, Hilliard Davidson High School
High School Experiences of Support and Nonsupport: Stories From LGBTQQ and Gender-Creative Students - Courtney Johnson, Columbus City Schools; Kimberly Swensen, The Ohio State University - Columbus; Jenell Penn, Columbus City Schools
When, Where, and How Do We Do This? Stories From Teachers Who Support LGBTQQ and Gender-Creative Students and Some Who Don't - Ryan Schey, The Ohio State University - Columbus; Dorothy Sutton, Metro Early College High School; Megan Brown, Bishop Hartley High School
Leading Toward Justice: Stories From Administrators and Other School Personnel Supporting LGBTQQ and Gender-Creative Students, Families, and Teachers - Caroline T. Clark, The Ohio State University - Columbus; Jill Marie Williams, The Ohio State University - Columbus