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Journal articles on the topic 'LGBTQI education'

Author: Grafiati

Published: 29 June 2021

Last updated: 1 February 2022

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1

Capobianco, Stephen Louis. "Examining International Education Research and Practice through a Queer Theory Lens." Frontiers: The Interdisciplinary Journal of Study Abroad 32, no. 1 (2020): 12–32. http://dx.doi.org/10.36366/frontiers.v32i1.432.

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In this critical essay, the author explores the pronounced lack of attention to the intersection of LGBTQI+ people and issues in international education. By presenting and then employing a conceptual framework that combines a queer theoretical lens and a multi-level analysis of structural contexts, the author examines the existing body of literature and practice on the nexus of LGBTQI+ inclusion and international education in institutions of higher education. Through the use of this combined conceptual framework, the author introduces a path forward to build a more inclusive field of internati

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Jones, MJ. "Where are My People? The Case for Culturally Competent Interpreters." JCSCORE 6, no. 1 (2020): 102–36. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.102-136.

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Through participation in LGBTQI conferences, one can gain political knowledge, leadership skills, professional networking opportunities, and personal development experiences. These opportunities become more complex to navigate for Deaf individuals who hold other marginalized identities, such as those who identify as Queer Trans Deaf People of Color (QTDPOC). By applying Disability Justice Principles, interpreters must highlight and uplift the experiences of QTDPOC and increase their cultural competency so that no one is left behind (Berne et al., 2018). This study seeks to answer the question:

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DeVita, Timothy, Casey Bishop, and Michael Plankey. "Queering medical education: systematically assessing LGBTQI health competency and implementing reform." Medical Education Online 23, no. 1 (2018): 1510703. http://dx.doi.org/10.1080/10872981.2018.1510703.

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McCready, Lance. "Queer Urban Education: Curriculum and Pedagogy for LGBTQI Youth in the City." Journal of Curriculum and Pedagogy 4, no. 2 (2007): 71–77. http://dx.doi.org/10.1080/15505170.2007.10411648.

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5

Fraser, Brody. "Queerly Beloved." Counterfutures 2 (September 1, 2016): 61. http://dx.doi.org/10.26686/cf.v2i0.6430.

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 On 17 April 2013, the Marriage Amendment Act passed its final reading in New Zealand’s Parliament. This legislation was a milestone for the LGBTQI+ community. There was, however, little mention of the remaining institutional, legislative and socioeconomic barriers the community faces. Marriage equality was purported to be the final frontier in rights—yet much remains to be achieved before equality is realised. While state recognition is important for the community (as this ensures basic legal protections and rights), the relationship between many members of the LGBTQI+ community with th

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Costa, Vanessa Bento da, Jéssica Guimarães Martins, and Leonardo Silveira Costa. "GÊNERO E SEXUALIDADE NAS POLÍTICAS PÚBLICAS EDUCACIONAIS: PROPOSTAS PEDAGÓGICAS E MOTIVAÇÕES POLÍTICAS NAS DECISÕES LEGISLATIVAS." Iniciação Científica Cesumar 23, no. 1 (2021): 1–11. http://dx.doi.org/10.17765/2176-9192.2021v23n1e9866.

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Considerando que as lutas das mulheres são assuntos presentes no cotidiano da sociedade atualmente, o presente artigo pretende refletir acerca da igualdade de gênero e as diversas possibilidades de viver a sexualidade como temas a serem abordados dentro da escola. O objetivo central deste trabalho é investigar as motivações conservadoras das decisões políticas acerca da igualdade de gênero como tema a ser abordado dentro da escola e confrontá-las com a atualização dos estudos pedagógicos progressistas. Para tal, a metodologia escolhida foi uma revisão bibliográfica teórica, cujo ponto de vista

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Bennett, Bindi, and Trevor G. Gates. "Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia." Social Work Education 38, no. 5 (2019): 604–17. http://dx.doi.org/10.1080/02615479.2019.1588872.

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Afra Boateng, Anabella. "Reinstating the Inherent Dignity of Marginalized Communities in Ghana." Journal of Interdisciplinary Studies in Education 9, SI (2020): 80–101. http://dx.doi.org/10.32674/jise.v9is(1).2010.

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When a representative democracy implicitly or explicitly undermines minority rights and prevents marginalized people from actively participating in a democratic process, it facilitates social exclusion. This paper focuses on how Ghana’s democracy, coupled with traditions, aggravate social exclusion. The research discusses the democratization process of Ghana and its role in the marginalization of minorities. Particularly, this paper looks at the class-based marginalization of women on the one hand and the sex-based marginalization of the LGBTQI+ community on the other, in Ghana. Finally, this

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McSpadden, Emalinda L. "Creating LGBTQI+ programing in urban higher education: Considering the creation process of a campus resource room." Journal of Gay & Lesbian Social Services 32, no. 3 (2020): 310–27. http://dx.doi.org/10.1080/10538720.2020.1752873.

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Luke, Melissa, Kristopher M. Goodrich, and Janna L. Scarborough. "Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs." Journal of LGBT Issues in Counseling 5, no. 2 (2011): 80–101. http://dx.doi.org/10.1080/15538605.2011.574530.

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11

Weaver, Christian D., Leandro A. Mena, and Lori M. Ward. "982. Formal Education Improves Southeastern United States Primary Care Residents’ Understanding and Attitudes Towards HIV Pre-Exposure Prophylaxis: Results of a Regional Survey." Open Forum Infectious Diseases 7, Supplement_1 (2020): S519. http://dx.doi.org/10.1093/ofid/ofaa439.1168.

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Abstract Background HIV pre-exposure prophylaxis (PrEP) has been identified as one of the pillars of the national plan to end the HIV epidemic. Notably, southern states have also been shown to have the lowest PrEP-to-need ratio in the country, and previous work on assessing clinician understanding of and attitudes towards PrEP has mainly focused on in-practice physicians, nurse practitioners, and other clinicians. We aimed to assess the attitudes towards and understanding of PrEP among residents training in programs categorized as primary care in the Southeastern United States. Methods Program

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Hall, Ronald E. "The Bleaching Syndrome Per Colorism Pathology: LGBTQ Perpetuation of Discrimination." American Behavioral Scientist 62, no. 14 (2018): 2055–71. http://dx.doi.org/10.1177/0002764218810759.

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Domination is the preferred and pathological model of assimilation into Western culture. For lesbian, gay, bisexual, transgender, and queers (LGBTQs) in America, the resulting stress can reach devastating levels. In response to such circumstances, the assimilation experience of LGBTQ Americans facilitates their manifestation of the Bleaching Syndrome. As a LGBTQ strategy, the Bleaching Syndrome is characterized by the efforts of a stigmatized out-group to assume the identity of a dominant in-group via anatomical paradigm. In this way, assimilation and a better quality of life is presumed assur

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Chironi, Daniela. "Generations in the Feminist and LGBT Movements in Italy: The Case ofNon Una Di Meno." American Behavioral Scientist 63, no. 10 (2019): 1469–96. http://dx.doi.org/10.1177/0002764219831745.

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The article analyses the participation of young people in emerging social movements, focusing on the experience of the Italian Non Una Di Meno (NUDM) movement combatting male violence against women. Challenging scholarly assumptions of growing youth apathy in democracies, the analysis reveals high levels of participation on the part of the younger population engaged in gender-related struggles. Hit by both conservative and austerity policies associated with the economic and political crisis, feminist and LGBTQI (lesbian, gay, bisexual, transgender, queer, and intersexual) Millennials reacted b

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Pereira, Henrique, Jéssica Pedro, Cindy Mendes, Mariana Duarte, and Patrícia G. Silva. "Psychosocial Impacts of COVID-19 Pandemic on Lesbian, Gay, and Bisexual People Living in Portugal and Brazil—A Qualitative Study." Journal of Psychosexual Health 3, no. 2 (2021): 146–59. http://dx.doi.org/10.1177/26318318211017466.

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Introduction: Not many studies have been reported from Portugal or Brazil to date, regarding the psychosocial impacts of COVID-19 on lesbian, gay, and bisexual (LGB) people, especially from a qualitative perspective. Materials and Methods: A convenience sample of 65 self-identified LGB individuals from Portugal and Brazil participated in this study. Thirty-two participants were from Portugal and 33 from Brazil. The average age was 34.48 years (standard deviation = 11.66), ranging from 19 to 67. We used an online interview approach in an asynchronous format. All study respondents completed a st

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Johnson, Nicolas. "LGBTQ Health Education." Academic Medicine 92, no. 4 (2017): 432. http://dx.doi.org/10.1097/acm.0000000000001601.

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Zurian, Francisco A., Francisco-José García-Ramos, and Lucía-Gloria Vázquez-Rodríguez. "Transnational Dissemination of Discourses on Non-normative Sexualities through Netflix: the Sex Education Case (2019-2020)." Comunicación y Sociedad 2021 (August 11, 2021): 1–22. http://dx.doi.org/10.32870/cys.v2021.8041.

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This paper analyzes the series Sex Education’s role in the transnational dissemination of discourses on non-normative sexualities, equality and LGBTIQ+ diversity. From a LGBTIQ+ Studies perspective, a mixed design with non-experimental ex-post-facto methodology has been applied through transmedia measurement instruments and the ILGA World and Global Attitudes reports. Netflix –through Sex Education– is confirmed to transnationally spread values of diversity and LGBTIQ+ equality in countries without full social and legal protection for such diversity, promoting the construction of alternative s

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Wiratama, Ridhwan Biosia, Samsriyaningsih Handayani, and Soetjipto Soetjipto. "HIV/AIDS-RELATED FACTORS AMONGST THE LGBTQ PEOPLE IN SURABAYA." Majalah Biomorfologi 30, no. 2 (2020): 69. http://dx.doi.org/10.20473/mbiom.v30i2.2020.69-77.

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Background: Acquired Immunodeficiency Syndrome (AIDS) is one of the diseases that cause death in the world caused by the Human Immunodeficiency Virus (HIV). Since it was first discovered in 1987 until December 2017, the number of person with AIDS was 102,667, and the number of person with HIV infections was 280,623. HIV/AIDS cases in East Java occupy the second highest position in Indonesia. Surabaya is the first city in East Java with 934 HIV cases in 2017. LGBTQ is one of the groups at risk of getting HIV/AIDS with prevalence was 24.82%. Objective: The purpose of this study was to analyze th

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Perger, Nina. "LGBTIQ+ Youth and Experiences with Violence in Education." Ars & Humanitas 12, no. 1 (2018): 88–103. http://dx.doi.org/10.4312/ah.12.1.88-103.

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In the article, we focus on young LGBTIQ+ individuals’ experiences with violence in education. Research show that LGBTIQ+ youth are targeted with various forms of violence within education; while most research focuses on peer-to-peer violence, the violence perpetrated by school workers, and their inactivity when it comes to addressing violence on the basis of gender and sexual identity, is often neglected. In the article, data gathered in the research Everyday life of young LGBTIQ+ individuals, as implemented by Pride Association in 2017, is presented. A total of 751 young LGBTIQ+ individuals

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Perger, Nina. "LGBTIQ+ Youth and Experiences with Violence in Education." Ars & Humanitas 12, no. 1 (2018): 88–103. http://dx.doi.org/10.4312/ars.12.1.88-103.

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In the article, we focus on young LGBTIQ+ individuals’ experiences with violence in education. Research show that LGBTIQ+ youth are targeted with various forms of violence within education; while most research focuses on peer-to-peer violence, the violence perpetrated by school workers, and their inactivity when it comes to addressing violence on the basis of gender and sexual identity, is often neglected. In the article, data gathered in the research Everyday life of young LGBTIQ+ individuals, as implemented by Pride Association in 2017, is presented. A total of 751 young LGBTIQ+ individuals

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Freyn, Amy L. "Exploring LGBTQ Literature in Ecuador: Why it Matters." Journal of University Teaching and Learning Practice 16, no. 5 (2019): 86–99. http://dx.doi.org/10.53761/1.16.5.7.

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This study explored what university students in Ecuador learned in a first ever LGBTQ Literature course, as well as if the course helped to build LGBTQ allies. The research explores not only the pedagogical strategies used in the development of and during the course, but also proposes a LBGTQ+ ally development teaching framework that can guide teachers in developing curricula around LGBTQ literature that will not only work against homophobia, heteronormativity, and heterosexism, but also provide teachers with an ultimate goal of developing LGBTQ allies in their schools. The results of the qual

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Williams, Virginia Kay, and Nancy Deyoe. "Controversy and Diversity: LGBTQ Titles in Academic Library Youth Collections." Library Resources & Technical Services 59, no. 2 (2015): 62. http://dx.doi.org/10.5860/lrts.59n2.62.

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Academic libraries supporting education and library science programs collect youth literature to support courses that teach students to evaluate and use books with children and teenagers. Although children’s and young adult literature with lesbian, gay, bisexual, transgender, and queer (LGBTQ) content is often controversial, this literature is being discussed in both the education and library literature. This paper discusses the literature on LGBTQ youth literature, explores the extent to which academic libraries supporting education and library science programs collect recently published LGBT

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Spiekermeier, Megan. "LGBTQ Education: Earn Your “A”." Journal for Nurse Practitioners 13, no. 8 (2017): 580–81. http://dx.doi.org/10.1016/j.nurpra.2017.05.091.

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Cech, Erin A., and William R. Rothwell. "LGBTQ Inequality in Engineering Education." Journal of Engineering Education 107, no. 4 (2018): 583–610. http://dx.doi.org/10.1002/jee.20239.

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Moorhead, Laura. "LGBTQ+ visibility in the K–12 curriculum." Phi Delta Kappan 100, no. 2 (2018): 22–26. http://dx.doi.org/10.1177/0031721718803565.

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Increasingly, policy makers, educators, and school systems are embracing LGBTQ+ individuals and issues in the classroom. This fall, California’s K-12 classrooms began using LGBTQ-inclusive textbooks, and, for the last three years, a San Francisco high school has offered an LGBTQ Studies course, likely the first in the country and a pilot for others in the district. Though far from typical, these efforts — and the LGBTQ Studies course in particular — present an opportunity to see how inclusive LGBTQ+ curriculum is playing out in schools, offering guidance on how best to encourage understanding

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Goodrich, Andrew. "Counterpoint in the music classroom: Creating an environment of resilience with peer mentoring and LGBTQIA+ students." International Journal of Music Education 38, no. 4 (2020): 582–92. http://dx.doi.org/10.1177/0255761420949373.

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LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual) students face significant challenges that include peer harassment and health risks surpassing those of students who do not identify as being gay. Learning environments that include peer mentoring promote resilience and help LGBTQIA+ students gain a sense of well-being. Researchers in music education have recently begun to explore the various complexities that exist in the recognition of sexual orientation in the music classroom, yet research on how peer mentoring assists LGBTQIA+ students with resilience is noticeably abs

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Taylor, Donald M., Brent C. Talbot, Edward J. Holmes, and Trent Petrie. "Experiences of LGBTQ+ Students in Music Education Programs Across Texas." Journal of Music Teacher Education 30, no. 1 (2020): 11–23. http://dx.doi.org/10.1177/1057083720935610.

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We examined the experiences of 95 lesbian, gay, bisexual, transgender, and queer (LGBTQ+) music education majors, along with 39 heterosexual allies, who were student members of the Texas Music Educators Association. Participants addressed curricular practices and institutional factors that lend themselves to LGBTQ+ inclusion and safety among students, faculty, and staff. We collected data through an anonymous online survey, which included questions related to LGBTQ+ students’ experiences in their programs and across campuses. Five students participated in follow-up interviews designed to provi

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Boyland, Lori G., Kimberley M. Kirkeby, and Margaret I. Boyland. "Policies and Practices Supporting LGBTQ Students in Indiana’s Middle Schools." NASSP Bulletin 102, no. 2 (2018): 111–40. http://dx.doi.org/10.1177/0192636518782427.

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Principals should lead for social justice, particularly in support of marginalized and vulnerable students like lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents. This quantitative survey-based study collected data from 116 middle grade principals in Indiana to examine the implementation of antibullying policies and best practices supporting LGBTQ students. Findings suggest that utilization of research-based policies and practices may provide protection and support to LGBTQ students from bullying and discrimination at school. Implications for practice include integration

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Ruedas, Nina Grace, Terri Wall, and Christopher Wainwright. "Combating LGBTQ+ health disparities by instituting a family medicine curriculum." International Journal of Psychiatry in Medicine 56, no. 5 (2021): 364–73. http://dx.doi.org/10.1177/00912174211035206.

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Research shows that a growing number of people in the United States are identifying as LGBTQ+. Therefore, it is more important than ever that clinicians are trained to be knowledgeable, inclusive, and culturally aware. Unfortunately, there is a lack of LGBTQ+ health education requirements in graduate medical education. As a result, fewer clinicians are prepared to care for this growing population. The shortage of knowledgeable clinicians contributes to LGBTQ+ health disparities and barriers to care. One strategy to combat these deficiencies in health care is for Family Medicine residency progr

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Panetta, Brian J. "Understanding an Invisible Minority: A Literature Review of LGBTQ+ Persons in Music Education." Update: Applications of Research in Music Education 40, no. 1 (2021): 18–26. http://dx.doi.org/10.1177/87551233211015730.

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The topics of inclusivity and diversity in music education have drawn increased attention to how different minority groups experience music education. Unlike concerns surrounding most gender and race issues, lesbian, gay, bisexual, trans, queer, and other sexual and/or gender minority (LGBTQ+) students and teachers are not always as visibly identifiable as other minority groups and therefore can easily be overlooked. In this literature review, I examine research specific to the LGBTQ+ community, representing an invisible minority group in music classrooms with the aim to raise awareness of the

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Drezner, Noah D., and Jason C. Garvey. "LGBTQ Alumni Philanthropy." Nonprofit and Voluntary Sector Quarterly 45, no. 1_suppl (2015): 52S—71S. http://dx.doi.org/10.1177/0899764015597780.

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Using a constructivist case study analysis, we explore philanthropy toward higher education among lesbian, gay, bisexual, transgender, and queer (LGBTQ) alumni, examining how a person’s LGBTQ identity and experiences (un)consciously affects his, her, or hir1 decision to give philanthropically. Data come from focus groups with 37 advancement staff and 23 LGBTQ alumni at two research extensive universities. Findings reveal unconscious influences of LGBTQ identities on giving, importance of campus climate for LGBTQ individuals, and LGBTQ alumni affinity group involvement. We draw implications fro

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Waling, Andrea, and James A. Roffee. "Supporting LGBTIQ+ students in higher education in Australia: Diversity, inclusion and visibility." Health Education Journal 77, no. 6 (2018): 667–79. http://dx.doi.org/10.1177/0017896918762233.

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Objective: Using student narratives of experiences of exclusion and non-inclusion at university, this paper builds an evidence base for, and explores ways in which universities can respond to, the contemporary concerns of lesbian, gay, bisexual, transgender/transsexual, intersex and queer/questioning (LGBTIQ+) undergraduate students. Design: Qualitative exploratory study of undergraduate students who identify as LGBTIQ+ regarding their experiences of exclusion and non-inclusion at university. Setting: Large metropolitan university in Australia. Methods: Sixteen semi-formal interviews with unde

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Neill, Kathryn, M. Kathryn Allison, Diane M. Jarrett, Masil George, Daniel Knight, and Wendy Ward. "Designing an interprofessional Facebook discussion group to teach about LGBTQ healthcare disparities and inclusive practices." Health Education Journal 80, no. 5 (2021): 567–83. http://dx.doi.org/10.1177/0017896921993846.

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Objective: Training on lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ) healthcare and inclusive practice is lacking in curricula across health professions, contributing to health disparities. The purpose of this study was to evaluate an interprofessional learning activity on LGBTQ healthcare disparities and inclusive practices delivered in a closed Facebook group. Design: Asynchronous, online platforms, like social media, offer a simple means of connection and discussion for interprofessional education. Setting: An academic health centre in the Southern USA. Methods: The l

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Stern, Molly. "Perspectives of LGBTQ Youth and Pediatricians in the Primary Care Setting: A Systematic Review." Journal of Primary Care & Community Health 12 (January 2021): 215013272110443. http://dx.doi.org/10.1177/21501327211044357.

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Objectives: Conduct a systematic review designed to determine needs and experiences of LGBTQ adolescents in the pediatric primary care setting and to the ability of primary care practitioners to provide the most inclusive care to LGBTQ adolescents. Methods: PubMed, CINAHL, and Embase searches using the following keywords: LGBTQ, Adolescents, Pediatrics, Sexual-Minority, Gender-Identity, and primary care, to identify peer-reviewed publications from 1998 to 2017 that focused on stigma in the healthcare setting related to LGBTQ youth and the knowledge of healthcare providers on enhancing care for

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Madireddy, Samskruthi, and Sahithi Madireddy. "Strategies for Schools to Prevent Psychosocial Stress, Stigma, and Suicidality Risks among LGBTQ+ Students." American Journal of Educational Research 8, no. 9 (2020): 659–67. http://dx.doi.org/10.12691/education-8-9-7.

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Lewis, Maria M., and Sarah Kern. "Using Education Law as a Tool to Empower Social Justice Leaders to Promote LGBTQ Inclusion." Educational Administration Quarterly 54, no. 5 (2018): 723–46. http://dx.doi.org/10.1177/0013161x18769045.

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Purpose: A significant and growing body of LGBTQ (lesbian, gay, bisexual, transgender, queer) research examines the experiences of students, employees, and the substance of leadership training. This project aims to complement this work by taking a macro-level look at the broader legal and policy issues that may constrain or enhance a school district leader’s ability to promote LGBTQ inclusion. Through an examination LGBTQ issues, this article will explore the relationship between various sources of legal authority and the role of law in policy implementation. Method: This article employs legal

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Garrett, Matthew L., and Fred P. Spano. "An examination of LGBTQ-inclusive strategies used by practicing music educators." Research Studies in Music Education 39, no. 1 (2017): 39–56. http://dx.doi.org/10.1177/1321103x17700702.

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The purpose of this research was to examine LGBTQ-inclusive strategies used by practicing music educators in the United States. Participants ( N = 300) in a nonprobabilistic sample completed a survey inquiring as to their comfort using LGBTQ-inclusive strategies in a school music class, their perceptions of barriers to LGBTQ inclusion, and whether they had received training related to LGBTQ issues. Self-identified heterosexual respondents were requested to complete an additional set of questions to determine their attitudes toward lesbians and gay men. Additional questions were used to capture

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Kavanagh, Sarah Schneider. "From Contagious to Resilient and Beyond: A Periodization of Four Decades of Educational Research on LGBTQ Issues." International Journal of Multicultural Education 18, no. 3 (2016): 95. http://dx.doi.org/10.18251/ijme.v18i3.1224.

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This article presents a periodization of educational research on lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues between 1970 and 2010. Developed through a frame analysis of 105 educational research reports, the periodization maps ideological and chronological patterns in the conceptual frames of research on LGBTQ issues. Five paradigmatic frames for understanding LGBTQ issues in education are discussed: (a) homosexuality as a social contagion; (b) homosexuality as a private identity; (c) LGB youth as “at-risk”; (d) LGBTQ youth as victims; and (f) LGBTQ youth as resilient. The au

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Coley, Jonathan S., and Dhruba Das. "Creating Safe Spaces: Opportunities, Resources, and LGBTQ Student Groups at U.S. Colleges and Universities." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312097147. http://dx.doi.org/10.1177/2378023120971472.

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Research shows that lesbian, gay, bisexual, transgender, and queer (LGBTQ) student groups facilitate LGBTQ students’ personal development. Nevertheless, we know little about the prevalence of LGBTQ student groups and why some colleges and universities are home to LGBTQ student groups while others are not. Drawing on our original database of officially recognized LGBTQ student groups across all four-year, not-for-profit U.S. colleges and universities, we first show that LGBTQ student groups can be found at 62 percent of U.S. colleges and universities. Guided by social movement theory, and emplo

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Liang, Xinyun (Meg), and Caroline Cohrssen. "Towards creating inclusive environments for LGBTIQ-parented families in early childhood education and care settings: A review of the literature." Australasian Journal of Early Childhood 45, no. 1 (2019): 43–55. http://dx.doi.org/10.1177/1836939119885304.

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With Australia’s overwhelming ‘Yes’ vote on marriage equality in November 2017, the need for early childhood educators to ensure that understandings of ‘family’ reflected in early childhood education and care settings include lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) parents and their children, is further reinforced. Here, a review of recent literature is framed by an ecological systems approach in order to identify key influences on the lived experiences of LGBTIQ parents and their children in the context of early learning centres. Attention is drawn to the need for fur

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GILBERT, JEN, JESSICA FIELDS, LAURA MAMO, and NANCY LESKO. "Intimate Possibilities: The Beyond Bullying Project and Stories of LGBTQ Sexuality and Gender in US Schools." Harvard Educational Review 88, no. 2 (2018): 163–83. http://dx.doi.org/10.17763/1943-5045-88.2.163.

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In this article, Jen Gilbert, Jessica Fields, Laura Mamo, and Nancy Lesko explore the Beyond Bullying Project, a multimedia, storytelling project that invited students, teachers, and community members in three US high schools to enter a private booth and share stories of lesbian, gay, bisexual, trans, and queer (LGBTQ) sexuality and gender. While recent policy making and educational research have focused on links between LGBTQ sexuality and gender, bullying, and other risks to educational and social achievement, Beyond Bullying aimed to identify the ordinary stories of LGBTQ sexuality and gend

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Gezinski, Lindsay. "Addressing Sexual Minority Issues in Social Work Education: A Curriculum Framework." Advances in Social Work 10, no. 1 (2009): 103–13. http://dx.doi.org/10.18060/168.

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This paper will explore a curriculum framework that explicitly addresses the reduction of heterosexism as a means to produce students that are culturally competent of the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community. Van Den Bergh and Crisp (2004) place great importance on addressing beliefs/attitudes, knowledge, and skills when broaching culturally competent practice with the LGBTQ population. Beliefs/attitudes, knowledge, and skills in an educational approach will be advocated in this paper. Specifically, the creation of a constructivist environment will be endorsed as a

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Muñoz Sánchez, Carlos Mario, and Robert Ojeda Pérez. "Queer International Relations, Internationalization & Stellar Education: Characterizing Gayborhoods Latin America." Oralidad-es 6 (December 23, 2020): 1–17. http://dx.doi.org/10.53534/oralidad-es.v6a7.

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The LGBTQ+ movement has been advocating for their rights all over Latin America, thus each country had faced and still faces particular characteristics (legal, cultural, political and social) in order to advocate for the movement rights leading to different methodologies and theories, from anthropological narratives, to analyse it. For instance, Globalized Gayborhoods -as a typology- describe the LGBTQ+ rights status all over the world, specifically in capital cities, and therefore including some Latin-American cities. Regarding this typology, and by questioning it, we ask: How gayborhoods can

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Parmenter, Joshua G., Renee V. Galliher, and Adam D. A. Maughan. "An Exploration of LGBTQ+ Community Members’ Positive Perceptions of LGBTQ+ Culture." Counseling Psychologist 48, no. 7 (2020): 1016–47. http://dx.doi.org/10.1177/0011000020933188.

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Although a large body of literature addresses sexual and gender identity development, little research has focused on definitions, conceptualization, and identification with LGBTQ+ culture. Fourteen LGBTQ+ emerging adults (age 20–25 years) with a diverse array of intersecting identities participated in semi-structured individual interviews aimed at exploring the construct of LGBTQ+ culture. Five of the 14 participants also participated in focus groups to further explore the conceptualization of LGBTQ+ culture that was identified in the individual interviews. Participants described the LGBTQ+ cu

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Schabath, Matthew B., Catherine A. Blackburn, Megan E. Sutter, et al. "National Survey of Oncologists at National Cancer Institute–Designated Comprehensive Cancer Centers: Attitudes, Knowledge, and Practice Behaviors About LGBTQ Patients With Cancer." Journal of Clinical Oncology 37, no. 7 (2019): 547–58. http://dx.doi.org/10.1200/jco.18.00551.

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PURPOSE To identify potential gaps in attitudes, knowledge, and institutional practices toward lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) patients, a national survey of oncologists at National Cancer Institute–Designated Comprehensive Cancer Centers was conducted to measure these attributes related to LGBTQ patients and desire for future training and education. METHODS A random sample of 450 oncologists from 45 cancer centers was selected from the American Medical Association’s Physician Masterfile to complete a survey measuring attitudes and knowledge about LGBTQ healt

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Chen, Sally Xiaojin. "Relational interaction and embodiment: Conceptualizing meanings of LGBTQ+ activism in digital China." Communication and the Public 5, no. 3-4 (2020): 134–48. http://dx.doi.org/10.1177/2057047320969438.

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This article theoretically and empirically explores meanings of recent activism practised by lesbian, gay, bisexual, transgender, queer and other non-heterosexual groups (LGBTQ+) in China. Chinese LGBTQ+ individuals, like the majority of Chinese citizens, are generally self-restrained in popular contention because of the political risks involved. They also face widespread discrimination from the public when revealing their LGBTQ+ identities. This article is concerned with the perceived meanings of Chinese LGBTQ+ individuals suppressing engrained self-constraint to promote LGBTQ+ contention and

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English, Ross, and Kieran Fenby-Hulse. "Documenting Diversity: The Experiences of LGBTQ+ Doctoral Researchers in the UK." International Journal of Doctoral Studies 14 (2019): 403–30. http://dx.doi.org/10.28945/4328.

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Aim/Purpose: This article provides a much needed insight into the experiences of doctoral researchers in the UK that identify as Lesbian, Bisexual, Gay, Trans-, Queer, or outside of heteronormative or cis-normative identities (LGBTQ+) to address the question of what support, culture, and pedagogy might better support doctoral researchers who identify as LGBTQ+. Background: While experiences of LGBTQ+ students in UK Higher Education have been explored in recent studies, the experiences of doctoral students have not been differentiated, documented, or analyzed. Methodology: Through an online que

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Dr. Kamini C. Tanwar, Mr Vanshaj Gandhi,. "Study of Psychological Distress among Sexual and Gender Minorities and Cishet Young Adults of India and United States of America." Psychology and Education Journal 58, no. 1 (2021): 789–98. http://dx.doi.org/10.17762/pae.v58i1.831.

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Thedecriminalisation of homosexuality on September 6, 2018 in India has led to focus of Indian researchers towards mental health of Sexual and Gender Minorities (SGMs) who face day-to-day challenges such as social-unacceptance, identity under-expression,discrimination and hate crimes. The present study focuses onanalysing psychological distress among one of the most developed country i.e. United States of America (US) and the fast-developing country i.e. India with the inclusion of the LGBTQ+ and Cishet population. To fulfil the objective, data was collected from 200 young adults falling under

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Payne, Elizabethe C., and Melissa J. Smith. "Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools." Educational Administration Quarterly 54, no. 2 (2017): 183–215. http://dx.doi.org/10.1177/0013161x17723426.

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Purpose: The purpose of this article is to provide insight to the multiple ways that school leaders resist, avoid, or block LGBTQ (lesbian, gay, bisexual, and transgender, queer, and questioning) professional development for their staff and, thus, resist the conversations around school responsibility to these students and families. Research Method: The data presented in this article include interviews and field notes drawn from evaluation studies of the Reduction of Stigma in Schools© professional development program and are related to a single emergent theme. Findings: School leaders who resi

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Kearns, Laura-Lee, Jennifer Mitton-Kukner, and Joanne Tompkins. "Building LGBTQ awareness and allies in our teacher education community and beyond." Collected Essays on Learning and Teaching 7, no. 1 (2014): 62. http://dx.doi.org/10.22329/celt.v7i1.3980.

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In this article we share the impact of a training program (Positive Space I and Positive Space II) on pre-service teachers’ understandings of and abilities to create safe spaces for Lesbian, Gay, Bi-sexual, Transgendered and Queering/Questioning (LGBTQ) youth and allies in our teacher-education program and in schools. Research has demonstrated LGBTQ youth are more likely to feel unsafe, alienated and more vulnerable than their heterosexual counterparts in schools and society. Our discussion focuses upon the impact of this training program, and considers challenges and best practices to build a

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Duvivier, Robbert J., and Elizabeth Wiley. "Health equity for LGBTQ people through education." Lancet 387, no. 10026 (2016): 1375. http://dx.doi.org/10.1016/s0140-6736(16)30079-4.

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