Drawing primarily on three case studies, this article proposes a framework that those concerned about the welfare of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth can consider when developing, evaluating, or arguing for more effective programming: a relational assets a
Lesbian, gay, and bisexual students (LGB) and those questioning their sexual orientation are often at great risk for negative outcomes like depression, suicidality, drug use, and school difficulties.
The preponderance of bullying research does not address sexual orientation as a possible factor.
This article explores the delicate and complex issues immediate to the lives of lesbian, gay, bisexual, and transgender (LGBT) youth.
This study examined relationships between perceived heterosexism in high school policies and programs, social environments, and victimization rates among lesbian, gay, bisexual and questioning (LGBQ) students.
In the field of positive youth development programs, “empowerment” is used interchangeably with youth activism, leadership, civic participation and self-efficacy. However, few studies have captured what empowerment means to young people in diverse contexts.