Journal of Gay & Lesbian Issues in Education (J Gay Lesb Issues Educ)

Journal description

The Journal of Gay & Lesbian Issues in Education puts cutting-edge research studies, articles from frontline practitioners, and scholarly essays into your - and your students' - hands. With concise, jargon-free writing, this quarterly international journal delivers timely information that will keep you current with what's happening in educational policy, curriculum development, professional practice, and pedagogy. In addition to general issues, this quarterly peer-reviewed journal puts at least one in-depth themed feature in your hands with every other issue. Forthcoming themes include: Gay-Straight Alliances & GLBT Student Support Groups, Issues in Education & Globalization, Intersections Between Disabilities & LGBTQ Youth and Schools, Beyond Risk: Resilience in the Lives of Sexual Minority Youth. Subscribers to the Journal of Gay & Lesbian Issues in Education can be confident in the validity of information they find there. Each article is reviewed by an international editorial board made up of well-known educators, researchers, and figures in the worldwide LGBT community. Elizabeth Atkinson is Senior Lecturer in Education at the University of Sunderland, United Kingdom; Tim Bedford is Coordinator of the European Commission-supported GLEE Project; Warren J. Blumenfeld edits the International Journal of Sexuality and Gender Studies; Ronni Sanlo is Director of the UCLA Lesbian Gay Bisexual Transgender Campus Resource Center; Didi Khayattis is the author of Lesbian Teachers: An Invisible Presence - these are just a few of the noted figures whose expertise you'll benefit from. Another unique feature of the Journal of Gay & Lesbian Issues in Education is its youth advisory board. This international group of LGBT youth, aged 16-35, brings an invaluable asset - perspectives from current/recent students - to the journal.

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Website Journal of Gay & Lesbian Issues in Education website
Other titles Journal of gay & lesbian issues in education (Online), Journal of gay & lesbian issues in education, Journal of gay and lesbian issues in education
ISSN 1541-0889
OCLC 50258753
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publications in this journal

  • Journal of Gay & Lesbian Issues in Education 11/2008; 1(3). DOI:10.1300/J367v01n03_02
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    ABSTRACT: Gay, lesbian, bisexual, and transgender (GLBT) youth are coming out at younger ages, but schools have not changed as fast as the culture, leaving many youth isolated and at risk of violence and harassment. For GLBT youth of color, these problems are exacerbated by racism and the risk of rejection by their ethnic community. Children of GLBT parents are also commonly targeted and harassed by peers. Often ignored or underplayed, however, are the strength, resiliency, and extensive self-advocacy of GLBT youth. This essay summarizes what is known to date about the school experiences of GLBT youth.
    Journal of Gay & Lesbian Issues in Education 11/2008; 1(3). DOI:10.1300/J367v01n03_06
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    ABSTRACT: Relatively little is known about the unique challenges facing queer youth programs such as Project 10 and Gay-Straight Alliances, housed in urban high schools where the majority of students are poor, non-White, and/or non-native English speakers. This article begins a conversation about two important issues that the author believes have an impact on queer youth programs in urban schools: racial segregation and the normalization of Whiteness. Data for the article are based on the author's participation in a school-university collaborative action research project at California High School (CHS) between 1996 and 2000. The project's research on participation in extracurricular activities led to the author's independent participant-observation in Project 10, the school's social/support group for lesbian, gay, bisexual, transgender, and questioning students. The results of these investigations suggest that the racially segregated social environment of CHS greatly affects the participation of queer students of color in Project 10. Additionally, faculty advisors for this program seemed less aware of the social/support needs of queer youth of color. In conclusion, the author suggests that through collaborative inquiry, students, teachers, and queer youth advocates develop awareness of the relationship between the social context of urban schools and participation in extracurricular activities. He also suggests that faculty advisors and queer youth advocates become more aware of the identities of queer youth of color by diversifying the curriculum and building coalitions with students and teachers who are broadly concerned with the ways multiple forms of oppression make urban schools ineffective and unsafe.
    Journal of Gay & Lesbian Issues in Education 11/2008; 1(3). DOI:10.1300/J367v01n03_05
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    ABSTRACT: The Laramie Project is a play based on a collection of interviews with the community members of Laramie, Wyoming, where Mathew Shepard, a 21-year-old university student, was murdered. The idea for the play originated with a theatre group, The Tectonic Theater Project, which devoted 2 years to this project, conducting over 200 interviews. This article reports research findings using the play in teacher education courses as a homophobic disruption: A pedagogical interruptive strategy to shake up, shift, or destabilize heteronormativity and prepare pre-service teachers to create anti-homophobic schools. This study uses pre- and post-questionnaires with 89 pre-service teachers in four teacher education classes in Northern California.
    Journal of Gay & Lesbian Issues in Education 10/2008; 4(4). DOI:10.1300/J367v04n04_07

  • Journal of Gay & Lesbian Issues in Education 10/2008; 2(1). DOI:10.1300/J367v02n01_07
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    ABSTRACT: This article, based on the author's doctoral research, examines the ways in which some religious schools in New South Wales (NSW), via institutional practices, maintain and perpetuate discrimination in relation to lesbian teachers and lesbian sexualities. These institutional practices, which included threats of dismissal, forced resignations, implicit harassment, monitoring and surveillance, curriculum silences, and censorship, silence lesbian sexualities and impact the teacher's daily operations and freedom of speech. Vicarious witnessing of these forms of punishment (in the Foucauldian sense) further ensures the silencing of lesbian identities. Moreover, statewide anti-discrimination legislation, which excludes some private institutions from compliance in the area of sexuality, serves to reinforce discriminatory practices, and ultimately silenced the various violence perpetuated against many of the participants in this research.
    Journal of Gay & Lesbian Issues in Education 10/2008; 2(3). DOI:10.1300/J367v02n03_05

  • Journal of Gay & Lesbian Issues in Education 10/2008; 2(1). DOI:10.1300/J367v02n01_03
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    ABSTRACT: This study sought to examine the attitudes of heterosexual university students to peer suicide when that peer was gay, lesbian, or heterosexual. University students (n = 206) completed several questionnaires, including The Suicide Attitude Vignette Experience. Results indicated that the suicide act was seen as more justified, acceptable, and necessary when the adolescent was gay or lesbian. Further, gay and lesbian youth suicide victims were shown significantly less empathy than heterosexual suicide victims. Participants' level of homophobia was found to be a significant predictor of attitudes toward gay and lesbian youth suicide. Results indicate that the peer group of gay and lesbian youth is unsupportive of their sexual orientation, and these attitudes may be an additional risk factor for gay and lesbian youth suicide.
    Journal of Gay & Lesbian Issues in Education 10/2008; 2(2). DOI:10.1300/J367v02n02_03

  • Journal of Gay & Lesbian Issues in Education 10/2008; 3(4). DOI:10.1300/J367v03n04_05
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    ABSTRACT: Education research on sexual identity issues has increasingly engaged with poststructuralist and queer theories of identity. The focus has shifted toward conceptualising sexual identities as “acts” rather than facts, and problematising all sexual identities rather than liberating oppressed ones. However, in the growing literature on the complexities associated with “coming out,” little attention has been given to these matters in classrooms with student cohorts that are international, transcultural, and multilingual. This article considers puzzling conundrums associated with teachers coming out (or not) in English as a Second Language (ESL) classes for adult immigrants, refugees, and international students residing in the United States. Drawing on interview transcripts, the author looks at (apparent) disjunctures of meaning between how three ESL teachers decided to represent their sexual identities in class and how five of their students interpreted these choices. The author explores this “queer chaos of meanings” with a view to illuminating key tensions associated with negotiating sexual identifications (and dis-identifications) in globalised classrooms. A case is made for thinking not only queerly but also transculturally about sexual identity issues in education.
    Journal of Gay & Lesbian Issues in Education 10/2008; 2(1). DOI:10.1300/J367v02n01_05
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    ABSTRACT: The evolution of queer youth programs from 1966 to 2003 has been influenced by sexual ideologies (essentialism, existential constructivism, critical theory, gay liberation, and queer theory) that shape how groups address membership, participants' roles, understandings of sexual identities, coming-out, and ways of contesting homophobia. Group types (given with starting dates) include: radical grassroots groups (1966), advocating revolutionary change, community-based programs (1970s), offering emotional support and social services; school-based counseling programs (1984) countering victimization and harassment induced by homophobia; alternative schools (1985), providing separate and safe educational environments; Gay-Straight Alliances (GSAs) (circa 1989), encouraging the integration of all students; online forums (1990s) where anonymous dialogue reflects the diverse views of an ever-shifting membership; and at least one anti-homophobia education group (1993), supporting critical and queer discourse. The remarkable history of queer youth groups reveals evolving and divergent understandings of sexuality shaping how youth-as gay liberationists, clients, and activists-have worked to counter isolation, achieve personal or political change, and define sexual identities.
    Journal of Gay & Lesbian Issues in Education 10/2008; 2(3). DOI:10.1300/J367v02n03_06
  • Source
    Article: In Tribute

    Journal of Gay & Lesbian Issues in Education 10/2008; 2(3):87-88. DOI:10.1300/J367v02n03_07
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    ABSTRACT: This paper draws from a larger analysis of literature on lesbian, gay, bisexual, and transgendered (LGBT) youth to illustrate how the dominant rhetorical frameworks construct an individual-LGBT student-in identity crises and “at risk.” Taylor and Whittier's (1992) framework for understanding “identity construction” in social movement actors is offered as another perspective from which to analyze the experiences of LGBT youth in schools. As an example, a study about a gay-straight alliance (GSA) in Salt Lake City illustrates how LGBT student political activism is a foundation upon which gay and lesbian students resist heterosexist school climates and construct positive identities. The author suggests supporting LGBT grass-roots activism may be a more fruitful approach to school reform than current programs designed by school personnel to “assist” LGBT students.
    Journal of Gay & Lesbian Issues in Education 10/2008; 4(1). DOI:10.1300/J367v04n01_03
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    ABSTRACT: Several scholars have lauded gender crossing as one pathway for tearing down hierarchies of gender and sexuality. Central but often under-examined in their discussions is understanding the skill and persistence of childhood gender nonconformists. In examining some of these skills, this article investigates their relationship to specific social situations or geographic locations and considers their psychological and corporeal aspects. These skills, asserts the author, may prove to have significant implications for a classroom aimed at combating oppression of gender and sexuality premised upon discretely defined genders.
    Journal of Gay & Lesbian Issues in Education 10/2008; 4(2). DOI:10.1300/J367v04n02_03
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    ABSTRACT: As schools struggle to address gay, lesbian, bisexual, and transgender issues, some have found gay-straight alliances helpful. This essay reviews two recent GSA-related books, Melinda Miceli's Standing Out, Standing Together, and Susan Birden's Rethinking Sexual Identity in Education. Although largely philosophical treatments, both books present pathways to promising school practices.
    Journal of Gay & Lesbian Issues in Education 10/2008; 4(1). DOI:10.1300/J367v04n01_07

  • Journal of Gay & Lesbian Issues in Education 10/2008; 2(1). DOI:10.1300/J367v02n01_09
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    ABSTRACT: A former elementary school principal describes the challenges she faced and outcomes that resulted and lessons learned as she worked to create safe, respectful schools for students and adults of all sexual orientations.
    Journal of Gay & Lesbian Issues in Education 10/2008; 3(1):111-116. DOI:10.1300/J367v03n01_12

  • Journal of Gay & Lesbian Issues in Education 10/2008; 2(2). DOI:10.1300/J367v02n02_10