Lesbian, Gay, Bisexual and Transgender Youth Talk about Experiencing and Coping with School Violence: A Qualitative Study

Grossman, Arnold H.; Haney, Adam P.; Edwards, Perry S.; Alessi, Edward J.; Ardon, Maya; Howell, Tamika Jarrett

doi:10.1080/19361650802379748

Cited by 129 publications

(70 citation statements)

References 21 publications

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“…This suggests that education should clearly highlight the differences between gender and sex, as well as between gender identity and sexual orientation. Because school is an important developmental context for children and adolescents (and, unfortunately, an often very hostile one for those who are gender nonconforming), education should be broadly targeted at peers, parents of peers, teachers, staff, and administrators of transgender youth in the school context and should include curriculum and policymakers as well (Grossman et al 2009;Kosciw et al 2012;Kosciw et al 2009;Wernick et al 2014).…”

Section: Practice Implicationsmentioning

confidence: 99%

“Boys Don’t Cry”—or Do They? Adult Attitudes Toward and Beliefs About Transgender Youth

et al. 2016

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The present survey study examined the attitudes of U.S. adults toward transgender children and adolescents, as well as their behavioral intentions, in two hypothetical scenarios involving gender variant youth. Participants recruited online (N = 281) reported generally favorable attitudes toward transgender minors, but expressed some hesitation to allow a transgender child to use the restroom aligned with their gender as opposed to their birth sex or to share a room with same gender peers on a school trip, possibly due to conflating gender identity with sexual orientation in these situations. Attitudes were less positive in respondents who reported a religious affiliation, conservative social political views, and stronger conformity to certain traditional gender norms-particularly in men. Even after controlling for these factors, stronger belief in environmental versus biological causes of transgender identity was linked to more negative attitudes. Participants' behavioral intentions were driven partly by their attitudes and causal attributions, but also by their age and, at least for women, personal connections to the transgender community. We discuss implications for the discourse surrounding transgender youth and the need for educating the public on the development of gender identity as well as the difference between gender identity and sexual orientation.

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Section: Practice Implicationsmentioning

confidence: 99%

“Boys Don’t Cry”—or Do They? Adult Attitudes Toward and Beliefs About Transgender Youth

et al. 2016

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“…This is especially important because Kurt is gay and often AOSE policies and curricula neglect any non-heteronormative discussion of sexual orientation and frequently demonize non-heterosexual students as the sexually deviant Other. Additionally, these programs perpetuate a heteronormative standard that negatively impacts those young people who do not identify as heterosexual or who wish to explore and experiment with same-sex sexuality or desires (Fields 2008;Fisher 2009;Garcia 2009;Grossman et al 2009;Irvine 2004). Just as in AOSE classrooms, gay, lesbian and transgendered youth "rarely find themselves represented in the mainstream media" (Brown 2002:42).…”

Section: Hollymentioning

confidence: 98%

The Moral Panics of Sexuality

Fahs¹,

Dudy

Stage

2013

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“…De meeste mensen in de omgeving van de jongeren reageerden negatief op hun gender non-conform gedrag en op school werden zij verbaal en non-verbaal lastiggevallen Grossman et al, 2009). Wanneer sociale steun werd ervaren was deze steun afkomstig van homoseksuele familieleden, vrienden, ouders van die vrienden of hun beste vrienden .…”

Section: Ervaren Stigmatisering En Sociale Steun Bij Jonge Transgendersunclassified

“…Uit de beschrijvingen van de transgenderjongeren blijkt dat zij voornamelijk in de schoolomgeving verbaal worden lastig gevallen vanwege hun transgender-zijn. Alhoewel sprake is van een mindere mate van fysiek geweld, onderschrijft deze uitkomst eerdere onderzoeken uit de Verenigde Staten Grossman et al, 2009). Ook in Nederlands onderzoek van het SCP (2012) kwam dit naar voren onder een bredere populatie van transgenders tussen de 15 en 70 jaar oud.…”

Section: Discussieunclassified

Ervaren stigmatisering onder transgenderjongeren in Nederland

Thio

Bos

Wormgoor³

et al. 2015

Pedagogiek

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In deze studie werd onderzocht welke vormen van stigmatisering transgenderjongeren in Nederland ervaren en van wie zij primaire sociale steun ontvangen. Tien transgenderjongeren van 13 tot en met 17 jaar oud namen deel aan focusgroepen. De volgende vormen van stigmatisering kwamen naar voren: a) roddelen, b) flauwe opmerking, c) schelden, d) negatieve opmerking online, e) staren, f) negeren, buiten sluiten, g) fysiek aanvallen en h) negatieve opmerking naar ouders. Het bleek dat deze jongeren de meeste steun ontvingen van hun moeder of hun beste vriend(in). Dit onderzoek biedt een exploratieve eerste aanzet voor verder onderzoek onder transgenderjongeren in Nederland, waar naast stigmatisering en ontvangen steun ook aandacht nodig is voor aangrenzende thema’s zoals de effecten van stigmatisering en mogelijke protectieve factoren zoals het vergroten van het zelfvertrouwen.

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Lesbian, Gay, Bisexual and Transgender Youth Talk about Experiencing and Coping with School Violence: A Qualitative Study

Cited by 129 publications

References 21 publications

“Boys Don’t Cry”—or Do They? Adult Attitudes Toward and Beliefs About Transgender Youth

“Boys Don’t Cry”—or Do They? Adult Attitudes Toward and Beliefs About Transgender Youth

The Moral Panics of Sexuality

Ervaren stigmatisering onder transgenderjongeren in Nederland

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