Implementing Strategic Support for Sexual Minority Youth and Exploring the Effects of Social Connectedness

Autor/inn/en	Whidden, Dawn; Brown, Kelly; Nix, J. Vince
Titel	Implementing Strategic Support for Sexual Minority Youth and Exploring the Effects of Social Connectedness
Quelle	In: School Leadership Review, 15 (2020) 1, Artikel 21 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	Minority Group Students; LGBTQ People; Student Needs; Educational Environment; Inclusion; Student Organizations; Curriculum; Social Influences; Resilience (Psychology); Interpersonal Relationship; Student School Relationship; Staff Development; Faculty Development; Peer Relationship; Rural Schools; High School Students; High Schools; Grade 9; Grade 10; Grade 11; Program Effectiveness; Family Influence; Family Relationship; Self Esteem; Texas + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Inklusion; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Curricula; Lehrplan; Rahmenplan; Sozialer Einfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schüler-Lehrer-Beziehung; Personnel development; Personalentwicklung; Peer-Beziehungen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Self-esteem; Selbstaufmerksamkeit
Abstract	Sexual minority youth (SMY) students who identify as lesbian, gay, bisexual, or transgender (LGBT+) often struggle with gender identity and sexual orientation (Craig, Austin, & McInroy, 2014). The inclusion of Gay-Straight Alliances (GSA) and Safe Zones have united students and facilitated cultural shifts in schools (Patterson, 2013). Gay-Straight Alliances build metaphorical bridges by connecting all students regardless of their beliefs and cultural differences. By creating an inclusive environment--meaning one that has established a Gay-Straight Alliance, creating Safe Zones for students, and enriching the curriculum with resiliency lessons--the overall social connectedness mean scores would likely increase, resulting in happier and more productive students. The main research question for this study was: How does social connectedness improve in a Texas high school that creates an inclusive learning environment? Over the course of the study, steps were taken to create an inclusive environment for all students. Results suggested the importance of social connectedness for individuals to their environment regardless of identifying as SMY. The benefit of creating an inclusive environment (GSA, established Safe Zones, and implemented resiliency curriculum) was justified. (ERIC).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01