Erasure and Resilience: The Experiences of LGBTQ Students of Color. Native and Indigenous 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)
Titel	Erasure and Resilience: The Experiences of LGBTQ Students of Color. Native and Indigenous LGBTQ Youth in U.S. Schools
Quelle	(2020), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9340-9230-9
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; Elementary Secondary Education; American Indian Students; Indigenous Populations; Alaska Natives + 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; Sinti und Roma; Inuit
Abstract	Existing research has illustrated that Native American, American Indian, and Alaska Native youth (referred to, henceforth, as Native and Indigenous youth in this report) as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. A long history of violence and cultural erasure targeting indigenous communities has contributed to Native and Indigenous youths' experiences of discrimination and harassment at school from both peers and school personnel. These experiences may contribute to disparities in high school completion as well as troubling rates of substance use and suicide among Native and Indigenous youth. 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 inschool resources that may improve school climate. Although there has been a growing body of research on the experiences of Native and Indigenous youth and LGBTQ youth in schools, very few studies have examined the intersections of these identities -- the experiences of Native and Indigenous LGBTQ students. This report examines the experiences of Native and Indigenous 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 Native and Indigenous 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 Native and Indigenous LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the Center for Native American Youth (CNAY). 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 Latinx (ED603848) 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