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

Autor/inn/en	Truong, Nhan L.; Zongrone, Adrian D,; Kosciw, Joseph G.
Institution	Gay, Lesbian and Straight Education Network (GLSEN)
Titel	Erasure and Resilience: The Experiences of LGBTQ Students of Color. Black LGBTQ Youth in U.S. Schools
Quelle	(2020), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9340-9229-3
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; African 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; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	Existing research has illustrated that both Black as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. For example, previous studies indicate that Black youth experience harassment and discrimination at school related to their race, resulting in negative educational outcomes, such as more school discipline, lower academic achievement, lower graduation rates, and lower rates of admission into higher education. Similarly, LGBTQ youth often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often reported experiencing victimization and discrimination, resulting in poorer educational outcomes and decreased psychological well-being. Further, they have limited or no access to in-school resources that may improve school climate and students' experiences. Although there has a been a robust body of research on the experiences of Black youth and a burgeoning body of research on LGBTQ youth in schools, there has been little research examining the intersections of these identities -- the experiences of Black LGBTQ students. This report examines the experiences of Black 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 Black 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 Black LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the National Black Justice Coalition (NBJC). 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), Latinx (ED603848), 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