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School-based sports and physical education play an important role in the development of youth (Jones, Edwards, et al., 2017), but participation in athletics is unequal for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth compared to their straight/cisgender peers [Greenspan, S. B., Griffith, C., & Murtagh, E. F. (2017). LGBTQ youths' school athletic experiences: A 40-year content analysis in nine flagship journals. "Journal of LGBT Issues in Counseling," 11(3), 190-200]. Sport cultures, generally, recreate dynamics of exclusion for marginalized youth. However, there are opportunities to transform these spaces into more inclusive and positive environments to support positive growth for all young people [Newman, T., Alvarez, A., & Kim, M. (2017). An experiential approach to sport-based positive youth development. "Journal of Experiential Education," 40(3), 308-322]. Our study uses a data set of adolescents, collected as part of a community-based participatory action research project led by high school students in southeast Michigan, USA. Respondents reported their sexual and gender identities, as well as experiences in youth sport, as well as safety using sex-segregated facilities (i.e., bathrooms and locker-rooms). Using mediation models based on linear regression, we found evidence that LGBQ high school students play sports at a significantly lower rate compared to straight students, and among those who play sports, LGBTQ respondents felt significantly less safe compared to straight and cisgender students. Opposite to the LGBQ and trans youth in this study, straight/cisgender youth also reported feeling safer using all facilities. The mediation models suggest that these inequalities help to explain disparities in rates of sports participation and feelings of safety while participating. These findings have important implications for policy, practice, and future research.

Objective: This study evaluates the effectiveness of an intervention using theater and dialogue to raise awareness about homophobia and transphobia and increase intentions to participate in macro-level change efforts around lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) issues. Methods: Using a pretest-posttest design, this study examines changes in advocacy intentions around LGBTQQ issues among middle school and high school students who participated in the intervention (n = 515). Results: Students reported a significant increase in intentions to advocate. Existing intervention behaviors and increased recognition of homophobia/transphobia as problems were associated with greater increases in intention to advocate. Respondents with higher existing intervention behaviors, as well as White students and cisgender women, reported higher advocacy intentions compared to students of color and cisgender men. Further, we found indication of greater awareness of homophobia/transphobia as a problem in school. Conclusions: Youth-led theater and dialogue-based interventions may be a promising strategy for addressing heterosexism and genderism in schools.

School-based sports and physical education play an important role in the development of youth (Jones, Edwards, et al., 2017), but participation in athletics is unequal for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth compared to their straight/cisgender peers [Greenspan, S. B., Griffith, C., & Murtagh, E. F. (2017). LGBTQ youths' school athletic experiences: A 40-year content analysis in nine flagship journals. Journal of LGBT Issues in Counseling, 11(3), 190–200]. Sport cultures, generally, recreate dynamics of exclusion for marginalized youth. However, there are opportunities to transform these spaces into more inclusive and positive environments to support positive growth for all young people [Newman, T., Alvarez, A., & Kim, M. (2017). An experiential approach to sport-based positive youth development. Journal of Experiential Education, 40(3), 308–322]. Our study uses a data set of adolescents, collected as part of a community-based participatory action research project led by high school students in southeast Michigan, USA. Respondents reported their sexual and gender identities, as well as experiences in youth sport, as well as safety using sex-segregated facilities (i.e., bathrooms and locker-rooms). Using mediation models based on linear regression, we found evidence that LGBQ high school students play sports at a significantly lower rate compared to straight students, and among those who play sports, LGBTQ respondents felt significantly less safe compared to straight and cisgender students. Opposite to the LGBQ and trans youth in this study, straight/cisgender youth also reported feeling safer using all facilities. The mediation models suggest that these inequalities help to explain disparities in rates of sports participation and feelings of safety while participating. These findings have important implications for policy, practice, and future research. [ABSTRACT FROM AUTHOR]

Research has documented the importance of empowering lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) youth and creating LGBTQQ-focused institutional changes in schools. However, little is known about youth-centered strategies in creating such institutional changes. This study examines how participatory action research (PAR) and theater can effect change among adult powerholders in schools and contribute to LGBTQQ-youth-centered changes in schools. Findings suggest a mutually reinforcing relationship between PAR and theater in elevating youth voices and motivating adults to work toward individual and institutional change that is responsive to LGBTQQ students’ needs. [ABSTRACT FROM AUTHOR]

Abstract: Research has documented heterosexism and genderism facing lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) students in schools, especially as it relates to experiencing bullying and harassment. However, little research addresses anti-LGBTQQ bullying interventions, and no research has examined the use of youth-led performance and dialogue in cultivating anti-bullying behaviors among students. The present mixed-methods study assesses one such intervention led by a community-based LGBTQQ and allied youth group. Repeated measures general linear modeling demonstrates a positive impact of this intervention on middle and high school students' likelihood to intervene when witnessing anti-LGBTQQ harassment and confidence to successfully do so, particularly for White students. Qualitative findings demonstrate barriers to intervention and decision-making processes of youth when intervening. Results suggest the importance of these interventions in empowering LGBTQQ youth to effect change in their schools. [Copyright &y& Elsevier]

• Exposure to curriculum on race linked with higher intervention in anti-LGBTQ behaviors. • LGBTQ Curricular content not linked with higher intervention in anti-LGBTQ behaviors. • Frequency of hearing anti-LGBTQ speech positively related to intervention behaviors. • Overt slurs were negatively associated with likely intervention behaviors. • Cisgender heterosexual girls/women reported greater intervention behaviors. Research suggests that, through direct intervention and role modeling, student peers may be particularly well-suited to address bullying and discrimination based on gender and sexuality. To investigate the factors predicting students' self-reported intervention behaviors when witnessing harassment based on sexual orientation and gender identity, this study analyzes youth-led survey data collected at five Midwestern high schools (n = 1046). The sample was majority white (65.8%), cisgender (90.8%), and heterosexual (78.4%). We found that in addition to overall school climate and witnessing others intervene, schools having race-related curriculum significantly predicted intervention behaviors around gender and sexuality and that LGBTQ-related curricula did not predict such actions. The authors propose that the discrepancy may be due to an association between race curricula and social justice frameworks, in contrast with the emphasis on individuality and health in LGBTQ-inclusive curricula. [ABSTRACT FROM AUTHOR]

Teachers play an important role in shaping the experiences of high school students with regard to patterns of heteronormativity and binary gender norms, particularly for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. A climate survey of high school students (n = 953) in the United States examined the association between students' well-being and their relationships with teachers. The sample was majority white (65.8%) and multiracial (14.1%). Cisgender (cis)-girls (49.6%), cis-boys (41.2%), and trans students (9.2%), as well as heterosexual (78.4%) and LGBQ students (21.6%) were represented. Regression models indicate teachers' use of oppressive language and their intervention in situations of bias and students' trust and comfort with teachers were significantly associated with students' self-esteem. Teachers' use of biased language was directly associated with student self-reported grades. Moderation tests indicate teacher relationships are strongly associated with heterosexual and cisgender students' wellbeing. Recommendations for teacher education and future research are discussed. [ABSTRACT FROM AUTHOR]