Publication year
2008
Citation Title
Empowering lesbian, gay, bisexual, and transgender youth: Lessons learned from a Safe Schools Summit.
Journal Name
Journal of Gay and Lesbian Social Services
Journal Volume
20
Issue Number
3
Page Numbers
237-252
DOI
10.1080/10538720802235310
Summary
LGBT (lesbian, gay, bisexual, and transgender) youth are often victims of school-based violence, discrimination, and harassment. This study surveyed 24 attendees of the Safe Schools Summit regarding their experiences with victimization and the benefit of participating in the Summit. Results revealed that almost all participants gained strength from participating in the Summit.
Key Findings
All participants reported having experienced or witnessed school-based harassment.
Some participants reported a sense of powerlessness and felt the need to use self-protection due to their LGBT identity.
Almost all participants (92%) gained catharsis, strengthened skills, and a determination to confront bullies after the Summit.
Implications for Military Professionals
Attend training about LGBT concerns and needs to enhance their ability to support the sexual minority population
Examine ways to create a positive and safe environment for Service members self-identified as LGBT
Implications for Program Leaders
Offer support groups for LGBT youth in military families so that they can empower each other
Develop workshops for military families on effective ways to communicate with and support their LGBT youth
Implications for Policy Makers
Raise awareness on military bases regarding the harassment and discrimination that LGBT youth experience
Support programs that promote a safe environment for LGBT Service members and youth in military families
Methods
Participants were recruited by announcement at the Safe Schools Summit.
Each participant completed an anonymous one-hour survey regarding their experiences with victimization and the effect of attending the summit.
Data were analyzed to exact themes related to participants' experiences with victimization and their experiences at the Summit.
Participants
Participants were 24 Safe Schools Summit attendees; their average age was not reported.
Half of the participants identified as male and the other half identified as female; 40% of participants identified as gay, 24% as lesbian, 12% as bisexual, 16% as straight, and 8% as queer.
Half of the participants were White (50%), followed by Black (25%), multiracial (16%), and Latino (9%).
Limitations
All participants attended the Summit and were especially interested in improving the school environment for LGBT students; therefore, since they already had this interest, these findings may not be widely generalizable.
The study was based on self-report data, so the results may be subject to social desirability bias.
The survey was designed specifically for the study, so no evidence existed regarding its reliability and validity.
Avenues for Future Research
Conduct longitudinal studies to examine the long-term effect of the Summit on attendees
Recruit participants who did not participate in the Summit to examine their experience of victimization at school
Explore which components of the Summit were most empowering for the attendees
Focus
Civilian
Target Population
Population Focus
Abstract
The bullying of lesbian, gay, bisexual, and transgender (LGBT) youth in schools is a significant problem in the United States. This study examined responses of youth participants at a statewide Safe Schools Summit to a survey of their experiences with school-based violence, harassment, and discrimination, and of the effects of their attendance at the Summit. Quantitative analyses found that 92% of respondents felt "more empowered" following participation in the Summit. Qualitative analyses found several emerging themes related to respondents' experiences with victimization (leading to a sense of powerlessness and attempts at self-protection) and to their experiences at the Summit itself (leading to catharsis, strengthened skills, and a commitment to confront bullies and to make schools safer). A conceptual model of the interaction of these factors is presented and implications for further research and practice are discussed.
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