Lesbian, gay, bisexual and transgender (LGBT) students continue to report more often than their heterosexual peers, through repeated studies (Kosciw, et al, 2010), a much higher incidence of experiencing bullying and harassment in schools.
For many lesbian, gay, bisexual, and transgender (LGBT) youth, intolerance and prejudice make school a hostile and dangerous place.
Le dossier du présent numéro vise à éclairer la thématique des violences scolaires en proposant une analyse genrée ou sexuée du phénomène. Les contributions s’appuient sur des résultats de recherches empiriques et reposent sur des méthodologies explicites, qualitatives et/ ou quantitatives.
This meta-synthesis of empirical and nonempirical literature analyzed 24 journal articles and book chapters that addressed the intersection of disability, [homo]sexuality, and gender identity/ expression in P-12 schools, colleges and universities, supported living programs, and other educational
Many adolescents experience peer victimization, which often can be homophobic.
This study investigated homophobic victimization, teacher support, and school commitment in Brazilian schools. Participants were 339 students, ages 11 to 18, in two public schools in Brazil. Data were obtained using the Brazil Preventing School Harassment Survey.
This study documents a school district’s coordinated response to an elementary student’s social transition from a gender variant boy to a female gender expression.
In recent years, equality between homosexual and heterosexual relationships has increasingly been presented as a marker for Norwegian values.
This paper presents data from a qualitative study of urban high school students that asked students to reflect on the experiences of their lesbian, gay, bisexual, trans, queer, and questioning peers.
The paper is a critique of discourse focused on at-risk behaviour and homophobic bullying.