Location
Room 212
Proposal Track
Research Project
Session Format
Presentation
Abstract
With the adoption of anti-bullying laws and policies, it may seem that things are looking up for lesbian, gay, bisexual, trans, queer or questioning (LGBTQQ) youth. We might assume that these laws and policies would better protect them from insults, harassment and violence at the hands of their peers and teachers. In fact, this is sometimes the case. But it is also the case that the insults become more covert, more implicit. Looking at microaggressions gives educational researchers and school personnel the opportunity to examine how gender nonconforming or non-heterosexual youth, or those perceived to be non-heterosexual, are assaulted, invalidated and insulted in ways that may not be identified as bullying or harassing behavior by adults. Using existing frameworks that describe sexuality, gender, and gender identity microaggressions, this paper analyzes the Q-sort data of lesbian, gay, and bisexual youth. The findings describe microassaults, microinsults, and microinvalidations that youth experience in schools from peers, teachers, and other school staff. These pervasive, persistent, and derogatory experiences can create hostile environments for lesbian, gay, bisexual, trans, queer or questioning (LGBTQQ) youth, and limit their inclusion in and access to a school community.
Keywords
Bullying, LGBTQQ youth, Education policy
Recommended Citation
Linville, Darla, "When Words Inflict Harm: Documenting Sexuality and Gender Identity Microaggressions in Schools for LGBTQQ Youth" (2014). Georgia Educational Research Association Conference. 47.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/47
Proposal
Works Cited.docx (91 kB)
Works Cited
Included in
Community-Based Research Commons, Curriculum and Social Inquiry Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons
When Words Inflict Harm: Documenting Sexuality and Gender Identity Microaggressions in Schools for LGBTQQ Youth
Room 212
With the adoption of anti-bullying laws and policies, it may seem that things are looking up for lesbian, gay, bisexual, trans, queer or questioning (LGBTQQ) youth. We might assume that these laws and policies would better protect them from insults, harassment and violence at the hands of their peers and teachers. In fact, this is sometimes the case. But it is also the case that the insults become more covert, more implicit. Looking at microaggressions gives educational researchers and school personnel the opportunity to examine how gender nonconforming or non-heterosexual youth, or those perceived to be non-heterosexual, are assaulted, invalidated and insulted in ways that may not be identified as bullying or harassing behavior by adults. Using existing frameworks that describe sexuality, gender, and gender identity microaggressions, this paper analyzes the Q-sort data of lesbian, gay, and bisexual youth. The findings describe microassaults, microinsults, and microinvalidations that youth experience in schools from peers, teachers, and other school staff. These pervasive, persistent, and derogatory experiences can create hostile environments for lesbian, gay, bisexual, trans, queer or questioning (LGBTQQ) youth, and limit their inclusion in and access to a school community.
