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(p. 58) Disrupting Hetero-Gender-Normativity: The Complex Role of LGBT Affirmative Supports at School 

(p. 58) Disrupting Hetero-Gender-Normativity: The Complex Role of LGBT Affirmative Supports at School
Chapter:
(p. 58) Disrupting Hetero-Gender-Normativity: The Complex Role of LGBT Affirmative Supports at School
Author(s):

Neal A. Palmer

, Joseph G. Kosciw

, Emily A. Greytak

, and Madeline J. Boesen

DOI:
10.1093/med:psych/9780199387656.003.0004
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date: 21 October 2020

For lesbian, gay, bisexual, and transgender (LGBT) youth, schools are often sites of exclusion and victimization. Research has demonstrated that LGBT youth experience elevated rates of victimization and bullying at school relative to their peers, but less research has explored the contexts and characteristics of schools that enable negative attitudes and behaviors toward LGBT youth. The authors examine how US schools construct environments that are unwelcoming and unsafe for LGBT students and largely fail to provide the supports that could improve the school learning climate. They examine strategies and practices employed by educators, students, and education advocates that can disrupt hetero- and gender-normative practices in schools. Specifically, we examine the mechanisms by which LGBT-related school supports—gay–straight alliances (GSAs), comprehensive anti-bullying/harassment school policies, supportive educators, and LGBT-inclusive curricula—support students’ well-being and academic success and challenge the hetero- and gender-normativity embedded in US secondary schools.

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