Erasure and Resilience: The Experiences of LGBTQ Students of Color. Latinx LGBTQ Youth in U.S. Schools

Autor/inn/en	Zongrone, Adrian D.; Truong, Nhan L.; Kosciw, Joseph G.
Institution	Gay, Lesbian and Straight Education Network (GLSEN); UnidosUS
Titel	Erasure and Resilience: The Experiences of LGBTQ Students of Color. Latinx LGBTQ Youth in U.S. Schools
Quelle	(2020), (92 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9340-9231-6
Schlagwörter	LGBTQ People; Minority Group Students; Social Bias; Racial Bias; Barriers; Bullying; Sexual Orientation; Sexual Identity; Gender Issues; Victims; Social Discrimination; At Risk Students; Psychological Patterns; Well Being; School Safety; Attendance; Discipline; Disclosure; Clubs; Social Support Groups; Resources; Curriculum; Family Role; Intervention; School Personnel; School Role; Hispanic American Students; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Mobbing; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Geschlechterfrage; Victim; Opfer; Soziale Benachteiligung; Soziale Schließung; Well-being; Wellness; Wohlbefinden; Anwesenheit; Disziplin; Club; Klub; Social support; Soziale Unterstützung; Betriebsmittel; Hilfsmittel; Curricula; Lehrplan; Rahmenplan; Schulpersonal; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	Existing research has illustrated that Hispanic and Latino/Latina/Latinx youth (in this report, inclusively referred to as Latinx) as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. In addition to anti-immigrant rhetoric that is often directed at people of Latin American descent, many Latinx youth face racial/ethnic discrimination and harassment at school from both peers and school personnel. These experiences may have a detrimental impact on students' psychological well-being and educational outcomes, including particularly low rates of high school completion. Similarly, LGBTQ youth often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often report experiencing victimization and discrimination, and have limited access to in-school resources that may improve school climate. Although there has been a growing body of research on the experiences of Latinx youth and LGBTQ youth in schools, very few studies have examined the intersections of these identities -- the experiences of Latinx LGBTQ students. This report examines the experiences of Latinx LGBTQ students with regard to indicators of negative school climate and their impact on academic achievement, educational aspirations, and psychological well-being: (1) Feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression and race/ethnicity, and missing school because of safety reasons; (2) Hearing biased remarks, including homophobic and racist remarks, in school; (3) Experiencing victimization in school; and (4) Experiencing school disciplinary practices. In addition, it examines whether Latinx LGBTQ students report these experiences to school officials or their families, and how these adults address the problem. It also examines the degree to which Latinx LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the Hispanic Federation. It is one of a series of reports that focus on LGBTQ students of different racial/ethnic identities, including Asian American and Pacific Islander (ED603844), Black (ED603847), and Native and Indigenous (ED603850) LGBTQ youth.] (ERIC).
Anmerkungen	Gay, Lesbian and Straight Education Network (GLSEN). 121 West 27th Street Suite 804, New York, NY 10001. Tel: 212-727-0135; Fax: 212-727-0254; e-mail: glsen@glsen.org; Web site: http://www.glsen.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01