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Abstract. Researchers suggest that supportive school personnel may decrease some of the challenges encountered by lesbian, gay, bisexual, and transgender (LGBT) youth in schools (Russell, Seif, & Truong, 2001); however, little is known about the approaches used by school-based advocates for LGBT youth. This exploratory study investigated the strategies used by gay-straight alliance advisers when advocating for LGBT youth in schools. The qualitative data were analyzed using grounded theory (Glaser & Strauss, 1967). The findings suggested that advisers implemented a range of advocacy strategies, which differed depending upon the content of the LGBT-related comments and/or situations. Results are discussed in relation to prior literature and implications for school psychologists.
Students who either identify as or are perceived to be lesbian, gay, bisexual, or transgender (LGBT) experience a negative school climate (e.g., bullying, harassment, sexual harassment, discrimination, teasing) more often than their heterosexual peers (Williams, Connolly, Pepler, & Craig, 2005; Harris Interactive & the Gay, Lesbian, and Straight Education Network [GLSEN], 2005). School climate is a multidimensional term, but is generally thought to include the quality of interactions between professionals in the school community and students' feelings of safety (Cohen, McCabe, Michelli, & Pickeral, 2009). Emerging research suggests that supportive school personnel counteract some of the negative experiences of LGBT youth in schools (Goodenow, Szalacha, & Westheimer, 2006; Russell, Seif, & Truong, 2001), thereby creating a more positive school climate. However, there is limited knowledge regarding the specific actions and strategies implemented by supportive personnel or school-based advocates. The strategies these adults use when advocating for LGBT youth may have implications for school psychologists to create a more positive school climate for LGBT youth. The purpose of this exploratory study was to identify strategies that adult advocates implement to help improve school climate for LGBT youth.
School-Based Advocacy
School-based advocates promote "effective learning environments for the academic/ social-emotional success of all children" (National Association of School Psychologists, n.d. ). In the LGBT school climate literature, there are five common strategies recommended for school-based advocacy (Jeltova & Fish, 2005; McFarland, 2001; Peters, 2003). First, educators should include LGBT issues in the curriculum to increase the visibility and accomplishments of the population. Second, advocates should provide staff development related to LGBT issues. Third, advocates should support the...