The Experiences of Lesbian, Gay, Bisexual, and Transgender Girls in Juvenile Justice Systems

Abstract

Recent research finds that youth who identify as lesbian, gay, bisexual, or transgender (LGBT) are disproportionately incarcerated in juvenile justice systems. These systems have paid little attention to this subgroup in terms of their unique needs and risk factors. Using a feminist perspective, we analyze in-depth interviews with juvenile justice staff to better understand their perceptions about working with these youth. We examine the challenges for staff, for facilities, and for the girls, as well as consider staff recommendations for changes in policies or programs that are needed to support girls who identify as LGBT.

Disproportionality and Disparities among Sexual Minority Youth in Custody

“…Studies with juvenile justice practitioners document widespread misperceptions and negative attitudes toward sexual minority youth that produce and enable inequitable treatment, neglect of health and medical issues, excessive use of force, sexual and physical victimization, and unwillingness to offer protection (Estrada & Marksamer 2006; Feinstein et al 2001; Holsinger & Hodge 2014; Marksamer 2008; Majd et al 2009; Pasko 2010). Further, scholars suggest that staff stereotypes of lesbian and bisexual girls as sexually predatory and aggressive may result in inequitable administrative sanctioning and further criminalization (Holsinger & Hodge 2014; Pasko 2010). …”

The Role of School Psychologists in addressing Challenges Facing Lesbian, Gay, Bisexual and Transgender (LGBT) Students

“…School-based psychoanalysts use their knowledge and skills on students' individual differences and abilities, to address the challenges experienced by LGBT (Higa, Hoppe, Lindhorst, Mincer, Beadnell, Morrison and Mountz, 2014). Irrefutably, psychologists play a crucial role in influencing social justice for LGBT groups within schools (Holsinger and Hodge, 2016) and can use this domain to reduce discrimination and truancy in schools (Barker, Richards, Jones, Bowes-Catton, Plowman, Yockney and Morgan, 2012). By stipulating understandable historical facts in school, LGBT persons will not be faced with stressful encounters.…”

“St. Mary’s Is Gay-Town”: Girls’ Perceptions of Same-Sex Sexual Behavior in Juvenile Residential Treatment

“…They did so by defining girls' sexuality as resulting from sexual abuse, post-traumatic stress disorder, confusion, unhealthy boundaries, and/or a lack of impulse control; denying that this behavior signified girls' identity and instead claiming it was the result of experimentation during the "natural" institutionalization experience; and believing that Prison Rape Elimination Act (PREA) mandates and confinement itself took away girls' abilities to touch each other (even in nonsexual ways) or have any sexual autonomy. Similarly, juvenile justice staff interviewed by Holsinger and Hodge (2016) viewed LGB girls as "predators" who "perpetrate" on other girls and were prepared to manipulate, pressure, or bully, and thus staff felt they needed to monitor LGB girls more closely so they would not act out sexually or sneak into each other's rooms (see also Curtin, 2002). Furthermore, staff thought these girls' activities created jealousy, drama, and arguments and made other girls uncomfortable who thought they would be touched or seen showering by LGB girls.…”

“…Youth acutely feel the results of such misgivings and negative perceptions. Self-identified LGB youth themselves report feeling "under a microscope," targeted and punished for activities that other girls who are not openly gay are not, resenting the lack of staff intervention in their harassment by peers, and feeling they could not be open about their relationships, which would allow for even a basic amount of affirmation for them in juvenile justice settings (Curtin, 2002;Holsinger & Hodge, 2016;Majd et al, 2009).…”