The School Climate for Lesbian, Gay, Bisexual, and Transgender (LGBT) Students

Stephen T. Russell · Jenifer K. McGuire

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LGBTQ Health, Identity, and Policy Bullying, Victimization, and Aggression Gender, Sexuality, and Education

Abstract

Abstract Schools are a critical development context for adolescents. Most research focuses on individual students and their development, but a focus on the climate of schools is crucial for analyzing policy innovations as well as student wellbeing. This chapter focuses on the school experiences of lesbian, gay, bisexual, and transgender (LGBT) students, a group for whom school safety is a pressing concern. Drawing from Rogers' (2003) theory of diffusion of innovation, it identifies planned, structural changes in school policies that create positive change in school LGBT climates and for LGBT students. It discusses strategies for measuring individual- and school-level safety and climate, and provides empirical illustrations. The chapter concludes with a discussion of contemporary policy innovations and advocacy efforts that are consistent with an emphasis on improving school climates.

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References

2003Diffusion of innovations.2002Community Programs to Promote Youth Development 2002Effects of at-school victimization and sexual orientation on lesbian, gay, or bisexual youths’ health risk behavior 2006School support groups, other school factors, and the safety of sexual minority adolescents 2003Adolescent Masculinity, Homophobia, and Violence 2006Handbook of school violence and school safety: From research to practice.2001School outcomes of sexual minority youth in the United States: evidence from a national study 2002The GLSEN 2001 National School Climate Survey: The School-Related Experiences of Our Nation's Lesbian, Gay, Bisexual and Transgender Youth.

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