Search

Increasingly, students are facing hostility and violence as a result of one or more of their social group memberships. Such prejudicial attitudes and actions contribute to antagonistic intergroup relationships in public schools (i.e., K-12). This article examines dialogic approaches to prejudice reduction, with a specific emphasis on intergroup dialogue in public K-12 schools. Evidence-based steps and strategies that educators can use to develop intergroup dialogue competencies and cultivate a more dialogic environment in their schools and classrooms are also introduced.

4-H, as a research-based positive youth development program, should be affirming and inclusive for all youths, including those who are members of LGBTQ+ communities. This article provides 4-H youth development professionals with a series of checklists for supporting LGBTQ+ participation, focusing on systemic advocacy, guidance and protocols, programming, and professional development and dispositions. Using these checklists, 4-H professionals can identify areas of strength and growth for themselves and their programs. Further, they can enable youth thriving, increase protective factors, and reduce risk factors by cultivating inclusive and affirming 4-H spaces.

Despite recent social and political advancements for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and an increased focus on LGBTQ-inclusive practices in K-12 schools, there is a lack of research examining relations of power that inform current conceptualizations of national LGBTQ "inclusion," particularly in school contexts. The authors investigate current and emerging normative approaches to inclusion related specifically to LGBTQ students and examine their limitations and exclusionary implications, including the ways in which said approaches perpetuate and sustain homonormativity and homonationalism. They then introduce a framework for more effectively addressing issues of LGBTQ inclusion in K-12 schools. The authors conclude the article by outlining practical suggestions that educators can use to disrupt homonormativity and homonationalism and adopt critically inclusive practices within their classrooms and broader school community.

The #PassTheMicYouth multimedia program is a youth-centered, youth-led podcast and blog that amplifies the voices and lived experiences of young people across social identity groups. Grounded in a positive youth development framework and informed by a critical pedagogical tradition, #PassTheMicYouth shines a spotlight on sociopolitical issues important to young people and provides a platform that supports creativity and candor. Archived podcast episodes and blog posts are accompanied by lesson plans Extension professionals and other educators can use to promote dialogue and critical reflection among youth and adult audiences. This article introduces the #PassTheMicYouth program and examines potential applications for youth-serving professionals.

A paucity of empirical scholarship exists on school counselor advocacy in general and virtually none as it relates to lesbian, gay, bisexual, and transgender (LGBT) students specifically. Addressing this gap in the literature, the purpose of this phenomenological study was to examine the experiences of high school counselors in the southeastern United States who have served as advocates for and with LGBT students, with a specific focus on race/ethnicity and social class. Four themes were identified within the data: (a) student advocacy, (b) education as advocacy, (c) systems advocacy, and (d) social/political advocacy. This article presents and explores the themes as they relate to the various manifestations of school counselor advocacy, and discusses study implications and limitations.

The United States has an opioid epidemic that requires efforts to help youths and families navigate complex challenges. Extension professionals are being called on to develop programs that equitably and effectively engage and serve audiences across racial and ethnic differences. To accomplish this, Extension professionals must understand the systemic and historic inequities that have shaped prevention and treatment initiatives within communities of color. Establishing culturally responsive practices is essential for building successful prevention programs. This article presents an overview of historical occurrences, challenges faced by communities of color, and recommendations for best practices.

The article focuses on the underappreciated contributions of youth to social and environmental justice, highlighting the impact of storytelling and the Critical Positive Youth Development (CPYD) framework. Topics include challenges faced by youth in gaining recognition, the role of storytelling in empowering youth voices, and the principles of CPYD in fostering youth engagement and leadership in social change initiatives.

There is a dearth of research about Latinx LGBTQ + youth's experiences with family belonging. To address this gap in the literature, this phenomenological study explored the experiences of eight Latinx LGBTQ + youth as they relate to belonging within a familial context. Five themes were identified: (a) definitions of belonging and the importance of belonging to family, (b) family rejection/fear of rejection, (c) culture of queer invisibility, (d) divergent experiences among non-parental family members, and (e) resilience. This article presents the themes as they relate to Latinx LGBTQ + young people's experiences of family belonging and discusses implications for future research and practice. [ABSTRACT FROM AUTHOR]