Adapting the Youth Participatory Action Research Model to Serve LBGTQ Youth of Color

Abstract

A recent review of available research and secondary data analysis on LGTBQ (Lesbian, gay, transgender, bisexual and questioning) youth of color1 points to their struggles in coming to terms with their gender, sexual, ethnic/racial, and developmental identities. They must manage the multiple burdens of stigma, racial/ethnic prejudice and sexual discrimination, harassment and ignorance that are associated with being "non-heterosexual." For many, traditional family expectations with respect to religion, marriage, relationships, gender roles and sexuality cause fear of disclosure and concern about loss of family support. While families of LGTBQ youth of color may buffer racial-ethnic stigma and prejudice in important ways, they may be less able to do so with respect to gender identity and sexual preferences (Greene, 1997). Invisibility- non-recognition and non-acceptance of sexual identity-is a constant source of stress for LGTBQ youth of color (Anderson, 1998).

Bullying in Schools Towards Sexual Minority Youth

“…Researchers describe the experience of sexual minority youth of color facing increased stressors and safety risks (Parks, 2001;Saewyc, Skay, Bearinger, Blum, & Resnick, 1998). The literature also suggests gaps in support systems for sexual minority youth of color including families, religious institutions, and schools (Owens & Jones, 2004). However, regardless of the specific racial, ethnic, and/or cultural background of sexual minority youth, research findings clearly indicate that understanding the influence of gender roles and stereotypes is a key aspect of working with sexual minority youth (Greene, 1997;Ryan, 1999).…”

Challenging Adultism: Centering Youth as Educational Decision Makers

“…YPAR entails youth working in collaboration with adults to research social justice issues of their choosing and take action to transform unjust systems (Brion-Meisels & Alter, 2018;Cammarota, 2011;Cammarota & Fine, 2008;Lac, 2019;Rodríguez & Brown, 2009). YPAR scholarship has documented the ways that youth of Color have weighed in on a range of issues in urban schools, including inequitable access to educational resources (Mirra et al, 2015), the racist enforcement of dress codes (Welton et al, 2016), and discrimination based on race and sexuality (Owens & Jones, 2004). And, finally, scholarship and also media reports about youth organizing and activism have shown the influence and tenacity of youth of Color fighting for social justice (Ginwright, 2010;Moya, 2017).…”

“…Scholarship has shown that garnering youth’s perspectives on educational policies and practices is necessary if the goal is the improvement of youth’s experiences and outcomes in education (Irizarry & Welton, 2014; Quijada Cerecer et al, 2013). Some of this research further contends that especially the youth negatively affected by structural inequities, such as youth of Color in urban settings, are those whose inclusion in school- or district-level policy decisions is essential to disrupting structural oppression as related to white supremacy, systemic racism, classism, anti-LGBTQ practices, language and religious exclusion, anti-immigrant practices, ableism, and more (see Fine, 2008; Owens & Jones, 2004; Quijada Cerecer et al, 2013). This scholarship suggests that a commitment from the field of education—including researchers and practitioners—to make space for youth involvement in decision-making in urban schools and districts would act as a lever to advance equity.…”

YPAR Dreams Deferred? Examining Power Bases for YPAR to Impact Policy and Practice

“…The only thing left is for the youth and their research to be taken seriously by adults. A range of studies has illustrated the potential for social justice-oriented policy change when educational leaders heed the recommendations generated from YPAR, especially that which centers youth who face the most injustice, including youth of Color, LGTBQ youth, and/or immigrant youth (e.g., Owens & Jones, 2004; Quijada Cerecer et al, 2013). However, it is unclear whether YPAR presentations—and YPAR projects in general—compel these leaders to act.…”