School Experiences and Educational Opportunities for LGBTQ Students

Pearson, Jennifer; Wilkinson, Lindsey

doi:10.1007/978-3-319-76694-2_9

Cited by 6 publications

(6 citation statements)

References 154 publications

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“…Another limitation is that the current study did not include measures of schools' social climate (e.g., LGBTQ protective policies; dominance of heteronormative views of masculinity [e.g., football culture, traditional prom]). These school‐level cultural factors shape sexual minority youths' school experiences (Pearson & Wilkinson, 2018; Wilkinson & Pearson, 2009), which may extend to their experiences of dating and romantic relationships. This study also only assessed sexual orientation identity, so we were not able to explore differences by attraction or romantic/sexual behavior, although sexual orientation is a complex construct comprised of all these domains (Diamond, 2003b).…”

Section: Discussionmentioning

confidence: 99%

Differences by sexual orientation in romantic relationship attitudes and skills among adolescents

Perry

Huntington

Rhoades

2022

J of Marriage and Family

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Objective This study examined differences by sexual orientation in romantic relationship and marriage attitudes, and relationship skills, among a large, diverse sample of high school youth. Background The romantic relationships of sexual minority youth have been understudied, particularly factors related to their relationship quality, such as attitudes and skills. Sweeping changes in social and legal equality (e.g., same‐sex marriage) have promoted a paradigm shift in relationship possibilities for sexual minority youth. Methods Data were drawn from the baseline survey of a study of school‐based relationship education for adolescents. Adolescents (N = 979) completed a self‐report survey of their demographics, attitudes regarding romantic relationships and marriage, and their romantic relationship skills. Regression models examined differences by sexual orientation identity in relationship outcomes, controlling for relevant demographics. Results Sixteen percent of youth identified as sexual minority. Sexual minority youth, relative to heterosexual youth, did not differ in their attitudes regarding qualities of healthy romantic relationships. However, sexual minority youth endorsed less traditional views of marriage and held less traditional expectations of marriage for themselves. They also perceived themselves to have fewer romantic relationship skills than heterosexual youth. Conclusions Today's sexual minority youth hold less traditional views of marriage as a future for themselves, although legalized same‐sex marriage is now available. They perceived themselves as less skilled in romantic relationships, which are critical in adolescence for social and emotional development. Scientific efforts are needed to understand contributors to these differences and inform evidence‐based practices to support strong, healthy romantic bonds for all teens.

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Section: Discussionmentioning

confidence: 99%

Differences by sexual orientation in romantic relationship attitudes and skills among adolescents

Perry

Huntington

Rhoades

2022

J of Marriage and Family

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“…Contemporary forms of gender and sexuality-based bullying are taking place within a changing sociocultural context wherein younger generations are more likely to express their gender and/or sexual identities in fluid and complex terms (Pearson and Wilkinson 2018). That is, an increasing number of children and youth seek to actively disrupt binaristic conceptions of gender and sexuality by expressing a diverse array of gender and sexual identities and transgender individuals are identifying and coming out as trans at younger ages today compared to the past (ibid).…”

Section: Discussionmentioning

confidence: 99%

“…Schools are heteronormative spaces that reflect the dominant structures and values of society, especially with regard to norms and behaviours associated with "acceptable" sexuality as well as a binaristic understanding of gender which presumes that the sex assigned to one at birth corresponds to their gender identification or how they express their gender (Gansen 2017). Pearson and Wilkinson (2018) define heteronormativity as a:…”

Section: The Sociology Of Bullyingmentioning

confidence: 99%

A Sociological Critique of Youth Strategies and Educational Policies that Address LGBTQ Youth Issues

Bryan

2019

Int Journal of Bullying Prevention

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This paper adopts sociological and "after-queer" lenses in order to problematise anti-bullying approaches that are justified on the basis of the apparent "vulnerability" of LGBTQ youth to a range of negative mental health outcomes, including self-harm and suicidality. Subjecting recent youth strategies, educational policies and instructional resources to critical discourse analysis (Fairclough 2003), it identifies the discourse of risk/vulnerability as a dominant or "nodal" discourse around which other subdiscourses-including the discourses of homophobic bullying, isolation, suicidality, self-harm and resilience-cluster. It considers the discursive effects of this configuration of discourses which foreground or include certain aspects or experiences of being LGBTQ to the exclusion of others, resulting in a "selective representation," "simplification" and "condensation" of a much more complex social and cultural reality (Fairclough 2005). It argues that the singling out of LGBTQ youth as being "at risk" of homophobic bullying and mental health difficulties has a range of abnormalising, othering, re-stigmatising and heteronormativity-bolstering effects that obfuscate the role that schools themselves play in creating and sustaining the conditions that produce bullying. Rather than positioning LGBTQ youth as victims, and specifically targeting those who identify as LGBTQ as the beneficiaries of anti-homophobic bullying initiatives, it advocates a range of alternative frameworks that privilege the conditions and effects of gender regulation and normativity to which all children and youth are routinely subjected. The paper concludes by highlighting the need to address school-based organisational and cultural practices in order to reduce the incidence of gender and sexuality-based bullying in schools.

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“…Recently, several national social science surveys have included some form of exploration into sexual orientation (i.e., The National Longitudinal Study of Adolescent to Adult Health [Add Health] and The Youth Risk Behavior Survey [YBRS]; Pearson & Wilkinson, 2018). Specifically, YBRS asks students to select one of six categories: "heterosexual (straight)," "gay or lesbian," bisexual," "I describe my sexual identity some other way," "I am not sure about my sexual identity (questioning)," or "I do not know what this question is asking."…”

Section: Current Standing Of Sexuality In Social Sciencesmentioning

confidence: 99%

“…It also measures with whom they have had sexual contact: "never had sexual contact," "females," "males," or "females and males." The American Freshman Survey and the National Survey of Student Engagement (NSSE) have also begun measuring sexual orientation (Pearson & Wilkinson, 2018). For example, the NSSE measures sexual orientation as: "straight (heterosexual)," "bisexual," "gay," "lesbian," "queer," "questioning or unsure," and "another orientation" (Indiana University Center for Postsecondary Research, 2022).…”

Section: Current Standing Of Sexuality In Social Sciencesmentioning

confidence: 99%

Let’s Talk About Sex(uality): A Content Analysis of the Inclusion and Measurement of Sexual Identity and Sexual Orientation in Published Criminological Research

Crittenden,

Crick,

Basham

et al. 2023

AM J QUALITATIVE RES

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<i>Time and again, criminology has been criticized for its lack of inclusion in research regarding diverse populations. Scholars continuously call for criminological research to diversify its focus and measurements, particularly regarding individual characteristics such as race, sex, gender, and, more recently, sexuality. This study utilizes summative content analysis to examine the inclusion, measurement, and context of sexuality and sexual orientation in all articles published between 2011-2020 from four criminological and criminal justice (CCJ) journals. Specifically, we explored to what extent sexuality is incorporated in the selected publications among the sections of each article and if it varies among journals, if sexuality is being measured in the empirical articles examined and, if so, as what type of variable, if the calls for inclusion in 2014 changed the amount of sexuality included in articles, and if the gender makeup of the author team impacts inclusion of sexuality. Results indicate that sexuality and sexual orientation are rarely mentioned in the literature and are measured even less. While sexuality is included more as time passes, much of this is limited. Additionally, articles published by female authors and within the more gender-specialized journal incorporate sexuality more frequently while still limited. </i>

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School Experiences and Educational Opportunities for LGBTQ Students

Cited by 6 publications

References 154 publications

Differences by sexual orientation in romantic relationship attitudes and skills among adolescents

Differences by sexual orientation in romantic relationship attitudes and skills among adolescents

A Sociological Critique of Youth Strategies and Educational Policies that Address LGBTQ Youth Issues

Let’s Talk About Sex(uality): A Content Analysis of the Inclusion and Measurement of Sexual Identity and Sexual Orientation in Published Criminological Research

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