Gay-Straight Alliances and Associations among Youth in Schools

Mayo, Cris

doi:10.1057/978-1-137-59529-4

Cited by 33 publications

(27 citation statements)

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“…2. Historically, many GSAs do not have a diverse racial membership and may privilege white students, although youth of color contend that students in GSAs recognize that the biases against them intersect with biases about sexuality and gender identity (Mayo, 2017) 3. These laws, regulations, and ethics codes vary state to state in the quality of protection for…”

Section: Resultsmentioning

confidence: 99%

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LGBT bullying in school: perspectives on prevention

Goodboy

Martin

2018

Communication Education

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School bullying is an oppressive mode of interpersonal conflict that rattles the bodies and beings of young people. While no youth is exempt from being bullied, some populations tend to be more vulnerable and at greater risk than others. For instance, the recent study from the National Center for Education Statistics (Musu-Gillette, Zhang, Wang, Zhang, & Oudekerk, 2017) demonstrated that in 2015 a "higher percentage of self-identified gay, lesbian, or bisexual students than of self-identified heterosexual students reported that they had been bullied on school property during the previous 12 months" (p. iv). Similarly, many LGBT students continue to experience a climate of disease and violence at school with respect to their sexual identity (Kosciw, Greytak, Palmer, & Boesen, 2014), a reality that has become even more distressing since the recent 2016 U.S. Presidential Election (see Human Rights Campaign Foundation, 2017). While bullying continues to trouble students, educators and staff, and schools, many LGBT youth are also performing outwardly in ways that resist bigotry and discrimination over LGBT rights (HRC, 2017). In turn, this advocacy is happening in a historical time when more people than ever self-identify as LGBT, and more people are accepting of LGBT people (GLAAD, 2017). An international and interdisciplinary community of scholars has examined bullying for the last three decades. Although there is no one unitary definition of the concept of "bullying," researchers tend to agree on certain attributes. For example, bullying entails the deliberate victimization of a student, repetitively and over time, by one or multiple other students (Olweus, 2010). Also, bullying relies on a power imbalance between communicators that makes it difficult for youth who are bullied to defend themselves physically, psychologically, emotionally, and/or relationally. 1 In addition, bullying that takes place electronically, such as through social media, chatrooms, SMS/text messages, and instant messaging, is commonly known as "cyberbullying." Cyberbullying is particularly complicated as it often entails anonymous aggressors and is more public as a result of its online presence, thus making it even more difficult for those who are being bullied to defend themselves (Patchin & Hinduja, 2012, p. vii). 2 Much of my research over the last several years has examined bullying in terms of communication and identity. For instance, in Bullied: Tales of Torment, Identity, and Youth

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Section: Resultsmentioning

confidence: 99%

“…4. While LGBT youth might be better protected today than in the past, trans youth currently do not share the same protections (Mayo, 2017).…”

Section: Resultsmentioning

confidence: 99%

LGBT bullying in school: perspectives on prevention

Goodboy

Martin

2018

Communication Education

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“…The HRP for LGBT2QC Youth aims to support youth as they navigate coming out and provide a pointed opportunity for them to share their stories. Mayo's (2017) research showcases the importance of having such discussions in GSAs and Craig (2013) notes, "Sharing [coming out] experiences in group can have a powerful impact on decreasing SMY's [sexual minority youths'] sense of isolation during such potentially stressful periods" (p. 374).…”

Section: Discussing and Contemplating Coming Outmentioning

confidence: 95%

“…Session two in the program, Mine to Name: Identities/Ways of Being, begins with an opening circle where youth are encouraged to share their names and pronouns (optional), and one word to describe how they are feeling. Building in sustained opportunities to share current pronouns, if participants wish to, helps expose cissexist assumptions (McGlashan & Fitzpatrick, 2018), and works to affirm shifts in subjectivities over space and time (Mayo, 2017). However, some GSA members have suggested that this practice "… reinforce[s] the dominance of cisgendered people and while it invite[s] more complex identification, without knowing the ramifications of that identification, the invitation seem [s] incomplete" (Mayo, 2017, p. 68).…”

Section: Healthy Relationship Program (Hrp) For Lgbt2qc Youth Developmentioning

confidence: 99%

GSA members' experiences with a structured program to promote well-being

Lapointe¹,

Crooks

2018

Journal of LGBT Youth

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LGBT2QC youth experience significant oppression in schools and there are few evidence-informed programs to promote well-being. This study describes the experiences of youth who participated in a 17-session structured mental health promotion program through their GSAs. Focus groups were conducted with 15 youth. Results indicated that the program helped youth validate and affirm their identities and expressions. The program also afforded youth structured opportunities to identify and process minority stressors, and develop essential coping strategies to bolster their well-being and manage their toxic relationships.

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“…The high school experience can be challenging, especially for youth struggling with their sexual orientation or gender identity. GSAs and its members have become a predominant voice within the public high school arena advocating for creating safer and more supportive school climates (Mayberry, 2013;Mayo, 2017;Porta, Singer, et al, 2017;Poteat, Scheer, Marx, Calzo, & Yoshikawa, 2015). As public knowledge, perception, and acceptance of gay and lesbian individuals has expanded over the last decade, increasingly, the social landscape of GSA clubs is too changing.…”

Section: Gsa and Mobilizationmentioning

confidence: 99%

The push for transgender inclusion: Exploring boundary spanning in the gay–straight alliance

Sutherland

2019

Sociology Compass

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Gay–straight alliance (or gender‐sexuality alliance; GSA) is a high‐school based club aimed at providing a safer environment for sexual and gender minority youth as well as their straight allies. Yet, as a club historically rooted in addressing sexual orientation‐related concerns, less attention has been given to understanding the changing relational dynamics of internal GSA activities aimed at expanding membership boundaries through the promotion of transgender inclusivity. I address this by bridging existing scholarship on GSAs, social movements, and the sociology of culture to showcase the impact boundary‐spanning strategies are having on GSA mobilization, in‐group solidarity, and external political and social activism. My findings reveal that membership boundary negotiations around gender diversity issues are shifting the social landscape of these clubs. Emerging barriers that impede boundary‐spanning efforts are also highlighted and discussed. More broadly, I generate new theoretical insights into how boundary spanning can shape political and social activism as well as offer promising future research directions in this area.

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Gay-Straight Alliances and Associations among Youth in Schools

Cited by 33 publications

References 0 publications

LGBT bullying in school: perspectives on prevention

LGBT bullying in school: perspectives on prevention

GSA members' experiences with a structured program to promote well-being

The push for transgender inclusion: Exploring boundary spanning in the gay–straight alliance

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