Edutnal rearch by L. R. Gay, Lorrie R. Gay, Peter W. Airasian, Geofey E. Mills, Geoff Mills, 2006, Pearson Merrill Prentice Hall edn, English - 8th ed.
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Edutnal rearch by L. R. Gay, Lorrie R. Gay, Peter W. Airasian, Geofey E. Mills, Geoff Mills, 2009, Pearson Merrill edn, English - 9th ed. * gay 2009 educational research *
This heteronormativy n be explic, cludg homophobic name-llg or verbal and physil harassment of stunts who viate om normative genred forms of sexualy (Kosciw, Diaz, and Greytak 2007). For example, schools, is often the se that beg lled “gay” or a “fag” is a reference not so much to boys who are romantilly attracted to boys or who self-intify as gay but to boys actg “nonmascule” (Pase 2007; Plummer 2001). Ined, existg rearch on adolcent attus toward homosexualy and genred expectatns of behavr has lked participatn hypermascule team sports such as football (Osborne and Wagner 2007), greater religsy (Olson, Cadge, and Harrison 2006), and rince nonurban muni (Ste 2001) wh strongly heteronormative outlooks.
GAY E BOOK EDUTNAL REARCHGAY E BOOK EDUTNAL REARCHGAY E BOOK EDUTNAL REARCHGAY E BOOK EDUTNAL REARCHGAY E BOOK EDUTNAL REARCH
Gay, L. et al. (2009). Edutnal Rearch. Competenci for Analysis and Applitn (9th ed.). Pearson Internatnal Edn, Cambridge Universy Prs. * gay 2009 educational research *
In fact, prev rearch has shown that male adolcents who participate re sports, cludg football, are signifintly more likely than other boys to exprs both homophobic attus (Osborne and Wagner 2007) and anxiety about their performance of tradnal masculy (Nayak and Kehily 1996).
Prevalence of ReligsyIndividuals more attached to relig stutns exprs higher levels of heteronormativy, exhibg more homophobia and adherence to “tradnal fay valu” than their ls attached unterparts (Olson, Cadge, and Harrison 2006). Communy size is posively lked to nontradnal behavrs as well as the tolerance and acceptance of such behavrs (Wilson 1995), and dividuals smaller muni generally report higher levels of homophobia and ls acceptance of sexual diversy than those larger, more urban areas (Ste 2001).
Th, we expect that sexual mory youth may have more difficulty adjtg schools loted ral and suburban muni, as the smaller and ls urban muni may rerce a heteronormative addn to a more tradnal and nservative culture emphasizg fay valu prcribed by heteronormativy, nonurban areas are also ls likely to have visible gay spac, which may soften some of the stigma and shame attached to same-sex attractn enuntered schools as well as the isolatn ed by feelgs of difference (Flowers and Bton 2001). Rearch has shown that for boys, while a school culture emphasizg sports often stigmatiz same-sex attractns and inti, the “gay scene” outsi of school often serv as a safe space for explorg non-normative sexualy and sire (Barron and Bradford 2007). In addn, has been suggted that visible lbian subcultur have been on the cle, even urban areas such as San Francis (Ste 2006), perhaps makg the urban gay subculture a predomantly male scene.
GAY E BOOK EDUTNAL REARCHGAY E BOOK EDUTNAL REARCHGAY E BOOK EDUTNAL REARCHGAY E BOOK EDUTNAL REARCHGAY E BOOK EDUTNAL REARCH
Gay, L.R., Mills, G.E. and Airasian, P. (2009) Edutnal Rearch Competenci for Analysis and Applitns. Pearson, Columb. * gay 2009 educational research *
Though prev studi of sexual mory adolcents' experienc schools suggt that sexual mory boys may be more affected by heteronormative school ntexts (Pase 2007), explorg the effects of heteronormativy on same-sex-attracted rather than lbian, gay, bisexual, and queer (LGBQ) intified youth may rult fdgs that diverge om prev AND METHODTo exame how school culture affects the well-beg of same-sex-attracted youth, we employed data om the Natnal Longudal Study of Adolcent Health (Add Health) and s tn ponent, the Adolcent Health and Amic Achievement Study (AHAA) (Muller et al. Many adolcents who experience same-sex sir will never intify as gay, lbian, or bisexual (Sav-Williams 2005); therefore, our romantic attractn measure likely reveals both self-intified LGBQ youths as well as those who do not, and may never, intify as such. Individuals om ral areas often report more negative feelgs toward homosexualy and higher levels of heteronormativy, and the fdgs of this study rerce prev fdgs that sexual diversy is often ls tolerated and more stigmatized nonurban ntexts and the schools wh them (Ste 2001).
Same-sex-attracted youth nonurban areas may feel exclud not only om the heterosexual culture wh their own immediate muny but also om an accsible gay subculture that exists urban areas (Flowers and Bton 2001). The greater visibily of this gay male culture many urban areas, relative to the cle of visible lbian subcultur (Ste 2006), may help expla the fdg of a moratg effect of urban lotn for boys but not for is important to acknowledge the implitns of our e of same-sex attractn as a measure of sexual mory as well as how this measure fs to our larger theoretil amework of unrstandg how heteronormativy wh schools shap the velopment of youth. Much of this work has foced on specific programs signed to meet the needs of LGBQ youth, such as gay–straight allianc and safe school polici (Kosciw, Diaz, and Greytak 2007).
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Corporeal ntrols: Vlence, bodi, and young gay men's inti. Developmental implitns of victimizatn of lbian, gay, and bisexual youths.
Stigma and sexual orientatn: Unrstandg prejudice agast lbians, gay men, and bisexuals. Mental health problems among lbian, gay, and bisexual youths ag 14 to 21. Incince and mental health impact of sexual orientatn victimizatn of lbian, gay, and bisexual youths high school.
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Mory strs among lbians, gay men, and bisexuals: A nsequence of homophobia.
“I was terrified of beg different”: Explorg gay men's acunts of growg up a heterosexist society.
Christian tolerance of homosexualy. Natnal School Climate Survey: The experienc of lbian, gay, bisexual and transgenr youth our natn's schools. Gay, Lbian and Straight Edutn Network; New York: 2007.
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