Exploring How to Change Stereotypical Attitudes toward Students Who Are LGBT

Autor/in	Roeck, Kathryn
Titel	Exploring How to Change Stereotypical Attitudes toward Students Who Are LGBT
Quelle	In: Democracy & Education, 18 (2008) 1, S.53-56 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Stellungnahme; Substance Abuse; Suicide; Homosexuality; Youth; Attitude Change; Social Attitudes; Social Bias; Educational Environment; Teacher Responsibility; Adolescents; Teacher Role; At Risk Students; Dropouts + Suchen Sie Ihr Suchwort? Drug use; Drug consomption; Drogenkonsum; Selbstmord; Homosexualität; Jugend; Jugendlicher; Jugendalter; Attitudinal change; Einstellungsänderung; Social attidude; Soziale Einstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrverpflichtung; Adolescent; Adolescence; Adoleszenz; Lehrerrolle; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	The experience of being a gay teen is tremendously difficult. The statistics regarding hate crimes and threats are staggering. The results of these threats are even more appalling: Gay and lesbian youth are at greater risk of dropping out of school, engaging in substance abuse, and running away from home, and are two to three times more likely to attempt suicide than other young people. Teachers have tremendous power to assist students to broaden their thinking, to challenge what they know or think they know, or to push them to be active participants in their own education. In this article, the author explores how to change stereotypical attitudes toward students who are LGBT. She states that if teachers are to provide productive learning environments for all students, they must make their classrooms safe spaces for all people. (ERIC).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://lclark.edu/org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10