"They Were Only Joking": Efforts to Decrease LGBTQ Bullying and Harassment in Seattle Public Schools

Autor/inn/en	Hillard, Pamela; Love, Lisa; Franks, Heather M.; Laris, B. A.; Coyle, Karin K.
Titel	"They Were Only Joking": Efforts to Decrease LGBTQ Bullying and Harassment in Seattle Public Schools
Quelle	In: Journal of School Health, 84 (2014) 1, S.1-9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12120
Schlagwörter	Public Schools; Board of Education Policy; Homosexuality; Sexual Orientation; Sexual Identity; Case Studies; Bullying; Educational Environment; Intervention; Teacher Role; School Safety; Interviews; Clubs; Secondary School Students; Focus Groups; Comparative Analysis; Aggression; Verbal Communication; Student Behavior; Student Surveys; Washington + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Case study; Fallstudie; Case Study; Mobbing; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerrolle; Interviewing; Interviewtechnik; Club; Klub; Sekundarschüler; Student behaviour; Schülerverhalten; Schülerbefragung
Abstract	Background: Seattle Public Schools has implemented policies and programs to increase safety, family involvement, and student achievement for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. This case study examines students' perceptions of bullying and harassment in the school environment, and teacher intervention when these problems arise in the presence of strong district policies and programs aimed at reducing LGBTQ bullying and harassment in schools. Methods: We surveyed students in Gay-Straight Alliance (GSA) groups at 13 secondary schools (N?=?107). We also conducted focus groups with GSA students and students not involved in the GSAs in 7 of 13 schools (N?=?16 groups, including 154 students). Results: GSA students who were lesbian, gay, bisexual, or questioning (LGBQ) were significantly more likely than straight students to experience several types of harassment. On the basis of student report, the 2 most common intervention strategies by teachers for verbal harassment included stopping the harassment and explaining why it is wrong; teachers intervened in physical harassment by trying to stop the harassment. Students provided input on how to strengthen teacher interventions, including the need for more consistency in responding and following up. Students also noted a need for more focus on educating those who harass, rather than just asking them to stop. Conclusions: Seattle Public Schools has made great strides in creating safe and welcoming schools for LGBTQ students, but still have to work further toward reaching this goal. Data from students on how they experience their school environment can help identify areas for improvement. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10