Identification without intervention: Transforming the anti-LGBTQ school climate

Madelaine Adelman, Kathryn Woods

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

How do students who recognize the negative effects of name-calling and harassment based on sexual orientation explain their lack of intervention? In this paper we document the anti-LGBTQ school climate as reported by gay and straight high school students involved in an intensive diversity awareness program. Then, drawing on qualitative survey data obtained from the same group of students, we ask why young people, more often than not, do not intervene when they face such circumstances in school. Students point to four areas of concern: institutional norms too risky to challenge; pragmatic rationales based on the ubiquitous nature of such remarks; personal worries about loss of social status; and finally, adult reinforcement of unacceptable student remarks.

Original languageEnglish (US)
Pages (from-to)5-26
Number of pages22
JournalJournal of Poverty
Volume10
Issue number2
DOIs
StatePublished - May 22 2006

Fingerprint

school climate
student
sexual orientation
reinforcement
school
social status
pragmatics
lack
Group

Keywords

  • Anti-gay
  • Bisexual
  • Bullying
  • Diversity awareness
  • Gay
  • Intervention
  • Lesbian
  • School
  • School climate
  • Sexual orientation
  • Social change
  • Transgender

ASJC Scopus subject areas

  • Demography

Cite this

Identification without intervention : Transforming the anti-LGBTQ school climate. / Adelman, Madelaine; Woods, Kathryn.

In: Journal of Poverty, Vol. 10, No. 2, 22.05.2006, p. 5-26.

Research output: Contribution to journalArticle

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