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The aim of this research is to analyse the experiences of seven homosexual students (four boys and three girls) in Physical Education (PE). Their families are also involved in the study, looking in depth at how their children's experiences have affected their daily lives throughout their adolescence. A qualitative approach is used, exploring the students' and families' perceptions from an analytic approach called 'thinking with theory' (Jackson & Mazzei, [2012]. Thinking with theory in qualitative research: Viewing data across multiple perspectives. Routledge), with which we try to highlight the networked functioning connections and tensions between some basic ideas of gender performativity theory and the data obtained from the experiences of the students and their families. The data collection instruments used are interviews with the participants and discussion groups with their families. The results show how the construction and reinforcement of gender roles and stereotypes in PE lead them to reject the subject in many cases. They show how, on many occasions, their role is relegated to the background, presenting certain fears and insecurities about taking the initiative in activities. In some cases, the relationship with their peers is clearly limited, receiving gestures of mockery and insults from others. The families admit to having suffered a lot at certain times during their children's schooling. They explain that there is still a long way to go to achieve true acceptance and inclusion in PE. [ABSTRACT FROM AUTHOR]

This study aims to explore the knowledge of HIV/AIDS infection risk and the factors that contribute to same-sex romantic relationship involvement and same-sex sexual attractions among university students. Less studies have been done focusing on same-sex romantic relationships and same-sex sexual attraction among self-identified gay university students and their awareness of the HIV/AIDS impact due to risky sexual behaviour. Many previous studies were found to focus only on gay students' romantic relationships and samesex sexual attraction involvement factors without relating these factors with their awareness of HIV infection. This study uses a case study approach and is designed following qualitative research methods. Four students who self-identified as gay were selected as informants. Snow Ball Sampling is used as the informants' selection technique. Data collection was conducted online using the Google Meet platform. All informants were interviewed online via video conference. The thematic analysis has been used to analyse the interview data. The study analysis demonstrated four risk factors conduce to a same-sex romantic relationship and samesex sexual behaviours among gay students: (i) sexual abuse experienced during childhood; (ii) same-sex sexual attraction as an instinct factor; (iii) gay friends/community influenced and (iv) internet and social media negative influence. All informants are identified to have basic HIV risk infection knowledge. However, those in a same-sex relationship believe same-sex romantic relationships and same-sex sexual practices have a low risk of HIV infection. The misunderstanding of HIV infection in same-sex sexual practices and unsafe sex is believed to contribute to a consistent no fear of same-sex sexual practices and less concern towards safe sex among gay students. This study suggests a misunderstanding of HIV infection as the new factor contributing to continuous same-sex sexual practices among studied informants. Intervention needs to be developed tailored to the same-sex romantic relationship and same-sex sexual attraction risk factors to curb the spread among gay students. [ABSTRACT FROM AUTHOR]

• Sexual minorities face a more challenging school environment than straight students. • Gay boys experience greater discrimination and bullying than other student groups. • Sexuality and gender are intricately linked. • Intersectionality involves interrelationships among identities and contexts. • Strategies can be implemented to build resilience in LGBTQ+ students. The focus of this narrative literature review paper is the pre-tertiary education experiences of gay boys. Sexual-minority youth tend to experience more unfavorable classroom environments than heterosexual youth, and some evidence indicates that the climate and its consequences are harsher for boys than girls. However, discussions of issues for boys in school largely ignore sexual-minority boys. Therefore, this paper focuses on the education experiences of and outcomes for gay boys. Feminist theory frames the research and perspectives presented in this paper, which have been synthesized from main ideas identified in recent academic literature. This theory gives strong attention to intersectionality, one example of which is the inextricable connection between sexuality and gender, a foundational concept for this paper. The paper concludes with implications for practice regarding the education experiences of gay boys. [ABSTRACT FROM AUTHOR]

One of the areas of greatest interest in Applied Linguistics in the field of language and sexuality is heteronormativity and its persistence in the EFL classroom. Heteronormativity informs the Cypriot EFL classroom and reinforces the belief that students fall into two distinct genders, which exist in order to fulfil complementary roles, while gay-related topics, suggestions or references are largely ignored. The primary aim of this study is to explore if and how heteronormativity hinders gay EFL students' classroom participation by employing semi-structured interviews. With the use of the snowball sampling technique, data had been collected from 18 alumni and through a thematic analysis their EFL learning experiences in the classroom were examined. Analysis shows that both internal and external factors manifested through fear of disclosure, stereotypical attitudes, and internalised homophobia reinforce heteronormativity, while they hinder gay students' classroom participation by silencing and excluding them from the classroom community. [ABSTRACT FROM AUTHOR]

Background: Recent decades have seen an increased number of literacy education researchers attending to LGBTQ people and texts in secondary schools, frequently documenting tensions that emerge, such as conflict. However, this research tends to be limited in scope with respect to time, texts, and identities. Moreover, it shows that students tend to face challenges and constraints when attempting to challenge homophobia and transphobia. Focus of Study: In this study, I sought to extend previous scholarship by exploring how students used reading and writing to work within, on, and against normative values and practices in a secondary classroom as they enacted queer activism, efforts I conceptualize as literacy disidentifications. Setting: This study took place at a public urban comprehensive high school that I call Harrison High School, which was in a midsized Midwestern U.S. city. In this manuscript, I focus on one course, a sophomore humanities class that combined English language arts and social studies. Research Design: I conducted a yearlong literacy ethnography at Harrison, acting as a participant observer throughout the high school but focusing on literacy learning contexts, including English language arts classrooms and a GSA (Genders and Sexualities Alliance) club. Data Collection and Analysis: During my participant observation experiences, I constructed field notes. In addition, I made audio and video recordings of classroom lessons, collected documents, and conducted interviews with teachers, students, and administrators. I analyzed these data through an inductive and comparative grounded theory approach. Findings: Drawing on sociocultural perspectives of literacy and language along with queer theories, I conceptualize literacy disidentifications and explore this heuristic through the actions of Imani, a queer youth of color who encountered a schooling context where her activism was frequently shut down. To legitimize and sustain her queer activism, she blended humor with other literacy practices, such as role-playing and signification, which resulted in critiquing, yet not necessarily transforming, transphobia. Conclusions: These findings suggest that educators working to cultivate queer-affirming schools can: sanction conflict and teach youth how to navigate conflict in compassionate and humanizing ways; recognize, rather than squelch, youths' queer activism; teach LGBTQinclusive curricula, especially curricular texts that foreground the lives and perspectives of trans people; and broaden the range of youth literacy practices valued in classroom lessons. [ABSTRACT FROM AUTHOR]

The discrimination toward the masculine homosexuality is among the biggest obstacles to prevent new infections and to give treatment to those that live with HIV. It is for that reason that he/she was carried out a traverse descriptive observational study: Not took as universe or population study object to all the students of medical sciences of the school No1 of Santiago from Cuba during September 2017-February 2018 with the objective of to characterize the behavior of the rejection toward the masculine homosexuality and to identify the causes that associate with more frequency to the appearance of rejection, obtaining you as results the prevalence of the discrimination in the masculine sex in those interviewed. A high number of having interviewed is homophobic, mainly with a half level of discrimination, they also stood out the social stigmas and the family education as main discrimination causes, continued by the religious beliefs. [ABSTRACT FROM AUTHOR]

This essay aims to enhance our conceptual understanding of students with intersectional identities, specifically gay Latino men in college. We first explain how ethnic, gender, and sexual identities can act as compounding influences. Second, we review two distinct but complementary developmental theories. Conocimiento captures the disruptive, challenging path experienced by marginalized Latino youth. Self-authorship situates the broader developmental process in and beyond college. Our modified framework—conociéndose y escribiéndose—conceptualizes how college students navigate multiple marginalized identities. Finally, we discuss the implications of this intersectional framework for LGBTQ+ students and institutions seeking to enhance diversity, inclusion, and student success. [ABSTRACT FROM AUTHOR]

This study employs quantitative and qualitative methods to examine how heterosexual, bisexual, and gay students rate and describe a Southern, religiously affiliated university’s sexual orientation climate. Using qualitative data, queer theory, and the concepttyranny of sexualized spaces, we explain why non-heterosexual students have more negative perceptions of the university climate than heterosexual male students, in both bivariate and multivariate analyses. Although heterosexual students see few problems with the campus sexual orientation climate, bisexual men and women describe being challenged on the authenticity of their orientation, and lesbian and, to a greater extent, gay male students report harassment and exclusion in a number of settings. These distinct processes are influenced by broader heteronormative standards. We also shed much-needed light on how gendered sexual performativity double standards within an important campus microclimate (fraternity parties) contribute to creating a tyrannical sexualized space and negatively affect overall campus climate perceptions. [ABSTRACT FROM PUBLISHER]

While Turkey is mostly a Muslim country, officially it is a secular country; traditional gender roles are still maintained, and homosexuality is a taboo subject. The Turkish sporting world is no exception; it also excludes and ignores the existence of homosexuals and homosexuality. Using a single case study, this study aimed to contribute to fill the gap in the understudied subject of homosexuality in physical education (PE) and sports literature through investigating the experiences of a gay male Turkish PE and sports major. The respondent was aged 25 and a fourth-year undergraduate student at the time. Purposive sampling was used to select the respondent based on his willingness to participate in the study and a semi-structured interview allowed for data to be collected regarding being gay in Turkey, and in particular in the PE and sports environment. The four major themes derived from the analysed interview data were (1) conflicting feelings about coming out of the closet, (2) life in the Turkish community, (3) life in a PE and sports department and (4) perceived roots of homophobia. The findings indicated that the respondent's disclosure of his sexual orientation to friends resulted in positive reactions; however, he still hesitates to acknowledge his homosexuality publicly. Traditional gender roles, misconceptions about homosexuality and homosexuals and religion were perceived as the most influential factors for homophobic attitudes and behaviour in Turkish society. His experiences in Turkey's world of PE and sports were rife with homophobia. [ABSTRACT FROM PUBLISHER]

Following a study on gay and lesbian students’ experiences in a Social Work Department in Greece, this qualitative study explores faculty perspectives regarding lesbian and gay students in social work education. Perceptions of gay and lesbian students’ invisibility and low level of comfort were held in common by participants, although some faculty members referred to the more inclusive and accepting climate of the Social Work Department compared to other higher education Departments and Greek society in general. Most participants reported that same-sex sexuality issues are inadequately covered in the curriculum. Displays of heterosexist behaviour by students were reported by most participants and so were conflicts among students when same-sex sexuality issues were discussed in class. The lack of official anti-discrimination policies that include sexual orientation was highlighted. In the absence of a common strategy regarding the teaching of same-sex sexuality content, faculty determined on an individual level how and to what extent to discuss such issues in the classroom. At times the faculty appeared willing but not adequately prepared to approach gay and lesbian issues. Implications for social work education are discussed. [ABSTRACT FROM PUBLISHER]

• Examines Chinese gay academics' experiences of supporting queer students. • Challenges dominant discourses about queer teachers and students. • Proposes a rethink of queer teachers' responsibility. Drawing on interviews with gay academics in China, this article examines their experiences of supporting queer students. Informed by queer theory, this research uses participants' accounts to destabilise dominant discourses about queer teachers and students, i.e., the "coming out imperative", "queer teacher as role model" and "queer student at risk". This article suggests that the pervasive idea that queer teachers are the ones who can best support queer students, by coming out and providing a role model for them, should be interrogated. It is argued that the approach to addressing queer issues requires thinking that moves beyond the predominant framing depicting out queer teachers as the source of support to queer students. [ABSTRACT FROM AUTHOR]

We evaluated the acceptability and justness of anti-lesbian and gay victimization among 473 undergraduates. Participants were assigned to one of four vignette conditions that described an individual being verbally victimized in a typical college setting. Each vignette varied by victim gender (male; female) and sexual orientation (lesbian/gay; heterosexual). Participants completed background questionnaires and a measure that assessed the acceptability of the actions described in the vignettes. Overall, victimization was rated as unacceptable regardless of the sexual orientation and gender of the victim. However, participants rated the victimization of lesbian and gay students as more harmful and unjust than victimization of heterosexual students. Although the acceptability of anti-lesbian and gay victimization was low, 3%–12% of participants rated anti-lesbian and gay victimization as slightly or completely acceptable and just. Given that victimization is associated with long-term negative outcomes, college administrators should consider interventions aimed at decreasing the acceptability of victimization among students. [ABSTRACT FROM PUBLISHER]

This article explores the impact of sexual and religious identity on college student development, examining developmental models and discussing how counselors can assist gay and lesbian students with integrating these 2 personal identities. Treatment approaches are presented, and the article concludes with an examination of ethical and professional considerations. [ABSTRACT FROM AUTHOR]

This article takes the concept of cultural capital from Yosso’s (2005) work and transforms the model for queer communities. While Yosso identified five forms of cultural capital in communities of color (familial, aspirational, navigational, resistant, and linguistic), the author identifies an additional form: transgressive. Queer cultural capital can show teachers the strengths within queer communities and so allow them to have a positive, rather than a deficit, model of these groups. Brief examples for queer cultural capital are illustrated for familial, aspirational, navigational, and resistant, while queer linguistic and transgressive capitals are discussed in greater depth. Implications for K-12 teaching and working with preservice teachers are offered, as well as suggestions for future work. [ABSTRACT FROM PUBLISHER]

We discuss the concept of homophobia that is useful in analyzing situations that occur daily in university and raise the limitations of the concept of homophobic bullying some investigators used in the study of this kind of violence. Subsequently, we analyze the issue of recognition of difference and how the students become visible in the academic environment. Finally, how homophobia works in the university context is exposed addressed. [ABSTRACT FROM AUTHOR]

In the 1970s, the Gay Student Union at UCLA began publishing a newsletter, the Gayzette, as a means to connect its membership and interested others, share information about campus and community happenings, and provide a space for queer cultural, political, and artistic expression. A close analysis of extant issues alongside oral histories with early contributors, editors, and readers of the Gayzette provides a window onto how the Gayzette represented and documented a wider process of queer world-making at UCLA in the 1970s, and what the documentary record does--and does not--represent about how that process unfolded. [ABSTRACT FROM AUTHOR]

As teachers, it is important that we grapple with the reality that schools, teachers, and the larger social institutions that impact us are never neutral. Scholars explain that the starting place for teachers who want to enact practices for social justice and to disrupt harmful 'single stories' is to read LGBTQ titles and consider how they might be integrated in curricula. The authors provide suggestions and examples of linked text sets to help answer calls for creating more socially just classrooms for LGBTQ students. The examples provide an approach to planning curriculum to create socially just classrooms for all students. [ABSTRACT FROM AUTHOR]

Although research on disclosure following intimate partner violence (IPV) victimization is burgeoning, sexual minority young adults' (lesbian, gay, bisexual, queer, questioning, etc.; LGBQ+) experiences have not received equal attention. The current study employed the minority stress framework to examine disclosure experiences of LGBQ+ college students across the United States reporting physical IPV victimization within their current relationship ( n = 77). Participants completed measures assessing minority stress and IPV disclosure, and answered open-ended questions regarding the most and least helpful persons/responses to disclosure or reasons for non-disclosure. Results indicated that approximately one-third (35 %) of victims disclosed to at least one person, with friends being the most common recipients. Thematic analyses indicated that talking or listening to the victim was considered the most helpful response and not understanding the situation least helpful. Reasons for non-disclosure centered on themes of the victims' perception that the IPV was not a big deal. Quantitative findings regarding physical IPV disclosure indicated that non-disclosers experienced greater minority stress than disclosers. The current study suggests the presence of differences between sexual minority (i.e., LGBQ +persons) and non-sexual minority persons, as well as between LGBQ+ young adults/college students and older adults and presents a theoretical structure (i.e., minority stress framework) through which these differences may be understood. [ABSTRACT FROM AUTHOR]

Results from the 2009National College Health Assessmentwere analyzed by gender and sexual orientation for college students’ nonmedical use of prescription drugs. Male and female students identified as having a minority sexual orientation (gay or bisexual) were significantly more likely to use nonmedical prescription drugs than heterosexual students. College students with a minority sexual orientation were engaged in more high-risk substance using behaviors than their heterosexual peers. Implications for assessment, counseling, and future research are discussed. [ABSTRACT FROM PUBLISHER]

The renewed interest in personal essays in composition complicates the contested, tricky personal identity negotiations for students and faculty in first-year writing, particularly in manifestations and representations of the body in both the classroom and writing spaces. This is especially complex for minority subjects, including queer students and faculty. Such collections as The Teacher's Body (edited by Freedman and Holmes) and Professions of Desire (edited by Haggerty and Zimmerman) explore the pedagogical underpinnings of the body, and Ellis Hanson's essay in the Gay Shame collection (2009) further complicates and interrogates the ways queer bodies are represented and problematized in the classroom. This article explores our own experiences in first-year writing: as students within a mind/body binary exploring through the scaffolding of composition, and as faculty who are increasingly exposed through our body projections in the classroom and depictions of our body and sexuality in an increasingly savvy media in which Google, Facebook, and social networking sites create matrices of identifications and disidentifications that inform our classroom experiences. The article traces the ways our bodies are aligned with cultural norms, and the ways that first-year writing complicates, contests, reifies, or disrupts these norms' for both students and faculty. [ABSTRACT FROM AUTHOR]

Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) individuals often identify their sexual orientation during their formative school years. During this time, they make important decisions about whether they will come out, to whom, and under what circumstances. However, some school officials have taken matters into their own hands, disclosing information about a student's sexual orientation to parents or family members without the student's permission, and without considering the student's well-being and potential consequences at home. This Note explores a student's constitutional right to privacy in their sexual orientation. It begins by examining the unique problems LGBTQ youth encounter while developing and pursuing their sexual orientation, and the potential dangers of being out at school among peers and at home with potentially rejecting parents. It then traces the Supreme Court's development of the constitutional right to privacy. Although the Supreme Court has not addressed privacy as it relates to unwanted disclosures of sexual orientation, recent lower court decisions suggest that minors and students have a privacy right in information about their sexual orientation. As this privacy right emerges, schools need to take the initiative to prevent unwanted disclosures. This Note concludes by addressing some common scenarios in which an unwanted disclosure could take place, and providing suggestions to implement changes in school policies, procedures, and training. [ABSTRACT FROM AUTHOR]

The article offers the author's view regarding the creation of genres in defending deliberative democracy toward difference in the English classroom. The author cites the 15 gay students who killed themselves in response to the ways they were being treated in schools. The author notes that high school classes are the crucial place for teaching democratic ways with word, through intercultural inquiry for the purposes of teaching democratic deliberation.

The level of sexual prejudice on university campuses has implications for the health and well-being of gay and lesbian students, and research on sexual prejudice in the Eastern Caribbean is extremely limited. This study assesses the individual attitudes of 251 Barbadian students toward lesbian and gay people using two psychometric inventories. It also examines differences in attitudes as a function of demographic variables including gender, religiosity, and personal acquaintance with lesbian or gay people. The Barbadian students evidenced diverse attitudes, with the average student displaying a moderate amount of sexual prejudice toward lesbian and gay people. Religiosity predicted more negative attitudes toward both lesbians and gay men. Being male predicted more sexual prejudice against gay men, but not against lesbians. Finally, personal acquaintance with a gay or lesbian person did not have a statistically significant relationship with sexual prejudice. This study is among the first of its kind and may serve as a guide to other researchers seeking to further explore attitudes toward lesbian and gay people among Eastern Caribbean students or among Barbadians in general. [ABSTRACT FROM PUBLISHER]

The article reports on the ways to use the Supreme Court Tinker and its amendments to Lesbian, Gay, Bisexual, Transgender, Questioning and Allied (LGBTQA) students studying in high schools. It also discusses the cases wherein the speech of LGBTQA students is suppressed by refusing to recognize gay-straight alliances (GSAs) as student groups and preventing openly gay students with same-sex dates from buying prom tickets.

At the heart of teaching others is the moral imperative to care. Social justice education begins with adopting a disposition to perceive and then act against indecencies and injustices. Teachers are public figures entrusted by a democratic society to act in the best interests of the children in their care. Music educators must embrace this social contract by “going public” or “coming out”—reaching beyond incomplete musical engagements and into larger and more intertwined social, artistic, and political domains. The authors refer to this stance as a public music pedagogy. [ABSTRACT FROM PUBLISHER]

English schools have traditionally been institutions with high levels of homophobia. This is attributed to the need that heterosexual boys have to maintain a heteromasculine identity. However, by drawing on 44 in-depth interviews and 12 months of participant observation across three sixth forms, I detail the ways in which homophobia holds little cultural sway with the heterosexual male students in these settings. Here, the majority of students intellectualise pro-gay attitudes, maintain friendships with openly gay students and are physically tactile with each other. Homophobic discourse is rarely heard and it is even stigmatised in two of the settings. Homosexually-themed language that I call 'gay discourse' replaces it. This discourse maintains socio-negative effect, but it is also used by openly gay students to bond with their heterosexual peers. Accordingly, this research shows that cultural homophobia maintains less significance than has been documented in previous studies. [ABSTRACT FROM AUTHOR]

The author identifies current lexicon used by ninth graders from the Instituto de Educación Integral, Las Nubes, Coronado, Costa Rica, during the 2009 academic period that refer to homosexuals. The purpose is to determine the frequency of usage, communicative situations, and semantic nature of these words according to the constructivist conceptualization of this closed social grid (adolescents). From this data, the ideological level of acceptance and rejection of these young people towards the homosexual community in general will be analyzed. Finally, criteria and recommendations will be given to teachers for use and discussion about the implementation of these words in the classroom. [ABSTRACT FROM AUTHOR]

Building upon conceptualisations of the sexualisation of space, this paper interrogates the ways in which heterosexual discourses are produced, enforced, legitimised and maintained as dominant within student accommodation. Analysis is derived from interviews with 17 gay male undergraduates attending a UK institution. I detail the micro-level processes, as framed by dictums of hegemonic heterosexual masculinities, by which participants' male flatmates reinscribed the heterosexual matrix in their living spaces. I then deconstruct how they safeguarded it through their verbal and physical regulation of alternate sexualities. Some participants contributed to the maintenance and validation of this heteronormativity in downplaying, justifying and not challenging flatmates' behaviour which could be coded as anti-gay. I therefore position student accommodation as a key site for the socio-spatial production of the heterosexual matrix and reinscription of heteronormativity, as construed through the workings of assertion, regulation and consent. [ABSTRACT FROM AUTHOR]

This article examines the reported influences on the university choices of 17 gay male undergraduate students attending a UK institution. It is argued that this process is strongly mediated by, and, therefore, has to be considered in relation to, class. Data analysis provides insight into the factors gay students say are important in selecting universities, how (non-hetero)sexuality intersects with and impacts upon this decision making, and the ways in which these choices map onto and differ from those of non-gay students. The influences of participants' sexuality on their university choices are most evident in selecting an institution requiring a migration away from heterosexist and homophobic home communities, and/or a migration towards locales expected to be supportive and accepting of alternate (i.e. non-hetero)sexualities. Participants' nuanced accounts of these journeys and geographies indicate their university choices to be reflexive and strategic processes which may (or may not) be queered. [ABSTRACT FROM AUTHOR]

This article reviews Creating Safe Environments for LGBT Students: A Catholic Schools Perspective. Edited by Michael J. Bayly, this is a training manual that attempts to equip U.S. Catholic high-school teachers with methods and strategies for training other teacher colleagues in presenting a balanced perspective on the teachings of the Catholic Church related to homosexuality. [ABSTRACT FROM AUTHOR]

In this study, heterosexual students’ willingness to remain friends with peers who disclose that they are gay or lesbian and their willingness to attend schools that include gay and lesbian students were examined among two large middle school and high school samples (Sample 1: n = 20,509; 50.7% girls; Sample 2: n = 16,917; 50.2% girls). Boys were less willing than girls to remain friends or attend schools with gay and lesbian peers, as were students in earlier grades than were students in later grades. Further, there was small, yet significant, variability in these scores across schools. Greater racial diversity within the school partially accounted for this school-level variability; students in more racially diverse schools reported greater willingness to remain friends and attend school with gay and lesbian peers. Findings suggest that while intervention programs must continue to address blatant and overt physical aggression against sexual minority youth, there is also a significant need for programming to address the more subtle expressions of sexual prejudice that contribute to unwelcoming and unsafe school climates. [ABSTRACT FROM AUTHOR]

While elementary educators have developed queer pedagogies and perspectives in many subjects from reading to music, science to English as a second language, queer perspectives on elementary mathematics education are remarkably absent. This article differentiates between two common uses of the term 'queer' and delineates two sets of approaches based upon them: approaches shaped by 'queer liberalism' with a focus on inclusion, which result in what might be called 'Add-Queers-and-Stir' elementary mathematics education; and 'Mathematical Inqu[ee]ry', a queer theoretical approach, in which students and teachers might queer 'family,' 'rhetoric,' and 'time' in an elementary classroom. Mathematical Inqu[ee]ry goes beyond mere inclusion of queer students and issues into extant frameworks and allows elementary teachers and students to deconstruct and disrupt educational norms as well as imagine new possibilities in mathematics and in the world. [ABSTRACT FROM AUTHOR]

Issues of sexual orientation are relevant to multiple levels of the school community, including students, school professionals, and schools as institutions. School counselors, with their developmental training, systems perspective, and commitment to diversity, are uniquely positioned to be leaders in efforts not only to provide support for students engaged in the process of recognizing and accepting their own sexual identities, but also to promote more sophisticated dialogue about issues of sexual orientation in schools. This article presents a three-tiered action plan that will provide school counselors with tools necessary to address the issue of sexual orientation in their schools. [ABSTRACT FROM AUTHOR]

Targeted mentoring refers to mentoring aimed at a particular population. This article presents the evaluation of a mentoring program for lesbian, gay, bisexual, and transgender (LGBT) persons in social work education. Forty-three mentors and protégés responded to a survey regarding their program experiences. The results highlight the need for targeted mentoring, although some disparities of experience for mentors and proteges in this program are apparent. In general, mentors felt positive about participating, giving back to the LGBT community, and were more satisfied with their experiences than were the protégés, who were looking for more specific types of instrumental and psychosocial support. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore field instructors' experiences and insights in working with lesbian and gay MSW students. In-depth 1- to 1.5-hour interviews were conducted with 8 field instructors selected using purposive sampling. Data were analyzed using narrative thematic analysis and a constant comparative method. One set of themes emerged across all informants; a second set emerged exclusively from lesbian- and gay-identified informants. Dynamic interactions among the student, the field instructor-student relationship, and the agency context suggest the importance of moving beyond individual-level conceptualizations to address sexual orientation-related barriers and opportunities in field education. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe how homophobic bullying and bullying based on racism intersect in graduate school through the personal narrative of a gay Japanese male graduate student. First, I will provide a critical incident that demonstrates when, where, and how bullying based on homophobia and racism occurred in a specific graduate school environment based on personal journal entries. Second, I will analyze my personal bullying experiences. Last, I am going to point out what the fields of social services and higher education can offer to end bullying based on homophobia and racism. [ABSTRACT FROM AUTHOR]

In this article, I describe the reasons to study in the social work field, the learning experience I had in my social work program, and some difficulties and disappointments I encountered in the process. Overall, I did receive sufficient academic and practice training about what social work values or skills are, and received emotional support in an open and friendly learning environment. However, being a gay social work student in Taiwan, the lack of academic courses in my areas of special interest, and my personal coming-out experiences in my school make me reflect on the problems of the lack of training in specific issues in social work education. [ABSTRACT FROM AUTHOR]

This article presents an introduction to this issue of "Social Work Education," which is based on happenings of the 2004 Joint Social Work Education conference in Glasgow, Scotland. Manuscripts in the issue discusses the learning experiences of a gay social work student in Taiwan, a training program for social workers in fostering and adoption, and disability and sexuality within sexual work education in the Canada and the United States.

Perspectives regarding bullying of gay, lesbian, and questioning (GLQ) students were obtained from 16 school and community service providers in this exploratory study. Insights were gained regarding in-school responses to homophobic bullying threats beyond traditional punishments (e.g., suspension). Barriers to developing safe schools for GLQ students included passive school personnel, a conservative religious climate, victim blaming, and blindness to GLQ students. Facilitators to improving school climate and preventing GLQ bullying also were identified. [ABSTRACT FROM AUTHOR]

Schools create environments in which some sexual feelings, behaviors, and relationships are stigmatized, and this may have negative consequences for adolescents with nonheterosexual romantic attractions. This stigma can lead them to withdraw and disengage from school at a critical time of preparation for adulthood, which can compromise opportunities for future success. Previous research has demonstrated that sexual minority youth report greater levels of school-related problems, including a weaker sense of attachment to school and more trouble with teachers and peers. This lack of social integration is likely to affect their educational success. Data from the National Longitudinal Study of Adolescent Health and the newly collected Adolescent Health and Academic Achievement study provide the first opportunity to fully explore whether and to what extent same-sex attracted youth enter adulthood with an educational disadvantage. In this study, we examine (I) whether same-sex attracted adolescents have lower levels of academic success, (2) if their lower academic success is explained by a lack of social integration at school, and (3) whether these relationships differ for boys and girls. Results suggest that same-sex attracted students, particularly boys, do suffer academically, and that this is in part a result of school-related problems and risk factors such as emotional distress and substance use; however, a great deal of the disadvantage fails to be explained by these factors. Additionally, while same-sex attracted boys show poorer academic performance, same-sex attracted girls do not, suggesting that gender may shape how sexual minority youth experience and respond to marginalizing school environments. [ABSTRACT FROM AUTHOR]

At some point every college freshman asks "Am I okay?" or "Am I normal?" Helping students answer this question is a familiar part of college counseling. However, this task becomes more complicated when students who are gay, lesbian, bisexual, transgender (GLBT), or questioning their sexuality seek counseling. The universal issues which all college students encounter are compounded by struggles with developing a positive gender identity and coping with prejudice. This article explores some of the unique issues GLBT students face during their college experience and provides suggestions for helping them transition to and thrive in the college milieu. doi:10.1300/J035v22n01_06 [ABSTRACT FROM PUBLISHER]

This article concerns alcohol use as it pertains to the construction of White masculinity through an analysis of students’ accounts. Seventy-eight face-to-face interviews were conducted with volunteer female and male, African American, European American, heterosexual and homosexual students at a mid-sized university. Results suggest that the meaning of public drinking is to express a form of masculinity. In students’ gendered descriptions of their own and peers’ drinking behavior, alcohol use among White men was found to symbolize the embodiment of hegemonic masculinity. Masculinities were constructed via drinking stories, the body’s ability to tolerate alcohol, and the relevance of drinking too little or not at all, which symbolized weakness, homosexuality, or femininity. Implications for social policy and future research are discussed. [ABSTRACT FROM AUTHOR]

The Catholic Magisterium has made a distinction between homosexual orientation (disordered but not sinful), homosexual activity (sinful, but judged "'with prudence"), rights of gay and lesbian people, and the Church's pastoral responsibilities to gay and lesbian people. Both the Vatican and the American bishops have clearly stated that the topic of homosexuality must be addressed in Catholic education, but the emphases on how it is addressed differ between the Vatican (emphasis on finding causes and cures) and the American bishops (providing pastoral care and inclusion). This article deals with the experiences of gay and lesbian youth in Catholic high schools. It is based on in-depth interviews with 25 (12 female and 13 male) gay and lesbian alumni who attended Catholic high schools in the 1980s and 1990s. What emerged is a theme of "disintegration." Things simply did not fit together in their lives in the areas of family, peers, school, spirituality, and identity. This is in stark contrast with Catholic teaching, which proposes that the purpose of Catholic education is the integration of all these areas. [ABSTRACT FROM AUTHOR]

This preface introduces the themes of this special edition: the contribution that lesbian and gay individuals make to the development of the discipline. These include a non-heteronormative perspective, and an emphasis on irony within parody. Second, this preface considers the experience of LGBT students and teachers dealing with sexuality within the school curriculum. Third, the current approach to civil rights within the school is considered especially in the context of homophobia, bullying and physical danger. Finally, areas of specifc curriculum advance are noted particularly within art history, media education and teacher education. [ABSTRACT FROM AUTHOR]

This article demonstrates how Catholic teachings on homosexuality are moderated by the Benedictine values of respect and hospitality at St. John's University. The author details efforts to incorporate gay, lesbian, bisexual, and transgender (GLBT) topics in the curriculum and support for GLBT students in residential life and student development. The author includes resources available at other Catholic and secular colleges available to GLBT students. Comments by gay students offer their perspective on their treatment by the college administration and their peers. The author offers recommendations to increase support for and retention of GLBT students, faculty, and staff. [ABSTRACT FROM AUTHOR]

Recent evidence suggests that there have been significant increases in the number of problems reported by students who identify as lesbian, gay or bisexual. This paper seeks to describe, by means of autobiographical account, the educational implications of being identified as ‘queer’ within schools. It draws on experiential stories to illustrate the injurious effects of homophobic speech acts and attempts to show how reconstructed narratives of the self can be used in educational research. The stories told in this article speak about the impact of heteronormative practices in education and how a sense of self can become constituted through the authorising, performative utterances of wounding words. [ABSTRACT FROM AUTHOR]