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Educator interaction with sexual minority youth.
Jack D Simons1, Stephen T Russell2
1Mercy College, Dobbs Ferry, New York, USA.
Journal of Gay & Lesbian Social Services
|November 4, 2021
Summary
This study explored the K-12 school experiences of sexual minority youth across three generations. Findings reveal that interactions with educators, whether supportive or unsupportive, significantly impacted their educational journey.
Area of Science:
- Educational Psychology
- Sociology of Education
- LGBTQ+ Studies
Background:
- Sexual minority youth face unique challenges in educational settings.
- Intersectionality and educator interactions significantly influence their school experiences.
- Understanding historical perspectives of sexual minority youth in schools is crucial.
Purpose of the Study:
- To explore the retrospective K-12 educational experiences of sexual minority youth.
- To understand the impact of educator interactions on sexual minority students.
- To examine generational differences in these experiences.
Main Methods:
- Directed empirical qualitative research.
- Life story interviews with three cohorts of sexual minorities: Stonewall Generation, HIV/AIDS Generation, and Marriage Equality Generation.
- Analysis of interview data to identify themes related to educator interactions.
Main Results:
- Four key themes emerged: unsupportive educators, the role of school counselors, supportive educators, and sexual minority teachers.
- Educator interactions were categorized as supportive or unsupportive, occurring at individual or institutional levels.
- Interactions were further classified as explicit-intentional or implicit-chance behaviors, relating to academic and personal concerns.
Conclusions:
- Educator interactions profoundly shape the educational experiences of sexual minority youth.
- Both supportive and unsupportive interactions, intentional or incidental, have lasting impacts.
- The findings highlight the need for inclusive educational environments and educator training.
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