The Radil History of the First Gay-Straight Alliance | The Natn

Contents:

• GAY-STRAIGHT ALLIANC
• GAY-STRAIGHT/GENRS & SEXUALI ALLIANC
• HOW TO START A GAY-STRAIGHT ALLIANCE (GSA)
• GAY-STRAIGHT ALLIANC, INCLIVE POLICY, AND SCHOOL CLIMATE: LGBTQ YOUTHS' EXPERIENC OF SOCIAL SUPPORT AND BULLYG
• GAY-STRAIGHT ALLIANC, INCLIVE POLICY, AND SCHOOL CLIMATE: LGBTQ YOUTHS’ EXPERIENC OF SOCIAL SUPPORT AND BULLYG
• THE RADIL HISTORY OF THE FIRST GAY-STRAIGHT ALLIANCETHE RADIL HISTORY OF THE FIRST GAY-STRAIGHT ALLIANCE
• NEW ‘GAY WATER’ LOOKS TO AVOID BUD LIGHT DISASTER

GAY-STRAIGHT ALLIANC

Amerin rightwg fascists are tryg to stop you om discsg human rights for gay people wh your iends school, but the First Amendment is alive and well the USA. This is the first sign that such tste, admistrators, and school systems are disgenuo about nontg homophobia and discrimatn; they start out discrimatg agast your anizatn by tryg to dictate s name and prevent s name beg ed to most-easily nvey s purpose. Such admistrators and tste abg children this manner are rpt, should not be allowed around stunts and should be removed om their post; they are a source of the very discrimatn gay straight allianc aim to bat.

Some policians are g ernment to wage a war to harm cizens and damage the health and wellbeg of gay, bi, and straight human begs by tryg to prevent important rmatn om reachg your iends and peers. If policians try to stop you, for example, om creatg a gay straight alliance Middle School, then simply add a relig ponent to your club such as the J Gay Straight Alliance or the Children of God Gay Straight Alliance - showg love, passn, acceptance, unrstandg, and equaly to all God's children gay, bi, and straight to stand up agast bullyg and discrimatn.

GAY-STRAIGHT/GENRS & SEXUALI ALLIANC

After all, the re msage of Christiany is not ntrolled by anti-gay groups, and there are plenty of welg relig groups and dividuals the USA who have every right to have clubs reflectg their clive Christiany.

One way stunts n make their school a safer environment for all youth is through a gay-straight alliance, or GSA — a stunt-led club that provis support for lbian, gay, bisexual, and transgenr stunts and their iends. Gay-Straight Allianc or Genrs and Sexuali Allianc have been associated wh improvements school safety, a key ponent of school nnectedns, for all stunts. Rearch specifilly lks the prence of Gay-Straight Allianc or Genrs and Sexuali Allianc (GSAs) to greater feelgs of school nnectedns among Lbian, Gay, Bisexual, Transgenr, and Qutng (LGBTQ) stunts.

Gay-Straight Allianc, or GSAs, are stunt-led and stunt-anized school clubs that aim to create a safe, welg, and acceptg school environment for all youth, regardls of sexual orientatn or genr inty. GSAs provi a supportive environment for lbian, gay, bisexual, and transgenr (LGBT) stunts, as well as those who are perceived by others to be LGBT, are qutng their inty, have LGBT iends or fay members, or jt re about LGBT issu. Rearch has shown that LGBT stunts hear fewer homophobic slurs, experience ls harassment, have better attendance, and feel safer at schools that have GSAs.

HOW TO START A GAY-STRAIGHT ALLIANCE (GSA)

Department of Edutn “Dear Colleague Letter” on gay-straight alliance clubs and the Equal Accs Act: An open letter signed by the Assistant Secretary of Civil Rights of the U. “Gay-Straight Allianc: Ground Zero for School Tolerance”: An article wrten for teachers by teachers om Edutn World magaze, explag why GSA’s should be allowed at schools.

In 2016, we formally changed our name to Genrs & Sexuali Alliance Network (formerly Gay-Straight Alliance Network) after hearg om untls youth lears who unrstand their genrs and sexuali to be uniquely theirs and have moved beyond the labels of gay and straight, and the lims of a bary genr system.

GAY-STRAIGHT ALLIANC, INCLIVE POLICY, AND SCHOOL CLIMATE: LGBTQ YOUTHS' EXPERIENC OF SOCIAL SUPPORT AND BULLYG

Gay-Straight Allianc (GSA) and school polici foced on support for lbian, gay, bisexual, transgenr, and queer/qutng youth may rce bias-based bullyg and enhance social supports schools. Your rights to ee speech and associatn clu formg a gay-straight alliance at your a feral law lled the Equal Accs Act (EAA), sendary schools that receive feral fundg and allow meetgs of other non-curricular stunt clubs (clubs that don’t directly relate to class at your school) are prohibed om discrimatg agast any stunt group based on s sendary schools are vered by the Equal Accs Act if they allow even one non-curricular club to meet at the school. 12487PMCID: PMC8063225NIHMSID: NIHMS1691425AbstractGay-Straight Allianc (GSA) and school polici foced on support for lbian, gay, bisexual, transgenr, and queer/qutng youth may rce bias-based bullyg and enhance social supports schools.

School ntext be even more important when we nsir the health and well-beg of LGBTQ youth, as they are more likely to experience school-based harassment, victimizatn, and bullyg than their cisgenr and heterosexual peers (Day, Perez-Bmer, & Rsell, 2018; Toomey & Rsell, 2016) programs such as Gay-Straight Allianc (GSAs; also known as Genr and Sexualy Allianc) and school polici foced on support for LGBTQ stunts (LGBTQ-foced polici) have also been intified as effective means for improvg school climat, pecially for LGBTQ youth (Chir-Teran & Hugh, 2009; Fetner & Elaos, 2015; Goonow et al., 2006; Heck, Flentje, & Cochran, 2013; Kosciw, Greytak, Giga, Villenas, & Danischewski, 2016; Marx & Kettrey, 2016; McGuire, Anrson, Toomey, & Rsell, 2010). Prev studi of sexual and genr mory youth school ntexts have often bed sampl of lbian, gay, bisexual, and transgenr youth; this is also among the first studi on measur of school climate related to social support and bullyg to clu genr inty pennt of sexual inty.

Regnizg this, the review below variatns of the acronym LGBTQ (lbian, gay, bisexual, transgenr, and queer/qutng) to accurately scribe the sample characteristics of prr Bullyg SchoolsAll forms of bullyg are ncerng, yet youth who experience bias-based bullyg based on their perceived or actual sexual or genr inty have poorer mental health, greater substance e, and higher tancy pared to youth who experience general forms of bullyg (Birkett, Espelage, & Koenig, 2009; Bontempo & D’Augelli, 2002; Rivers & D’Augelli, 2001; Rsell et al., 2012). In one natnal survey of LGBTQ youth, 67% reported equently hearg homophobic ments at school, 58% felt unsafe bee of their sexual orientatn, and 43% felt unsafe bee of their genr exprsn (Kosciw et al., 2016).

GAY-STRAIGHT ALLIANC, INCLIVE POLICY, AND SCHOOL CLIMATE: LGBTQ YOUTHS’ EXPERIENC OF SOCIAL SUPPORT AND BULLYG

Addnally, only 12% of the youth reported that teachers tervened most or all of the time when they heard homophobic remarks; yet schools wh GSAs, 20% of youth reported teacher terventn rponse to homophobic statements (Kosciw et al., 2016). The lack of social supports and higher risks of victimizatn of LGBTQ youth schools unrsr the importance of intifyg programs and polici that improve school climate and experienc for LGBTQ and LGBTQ-Foced Polici SchoolsGay-Straight Allianc may serve a particularly valuable support functn wh schools. School personnel schools wh a GSA are more likely to tervene when they hear homophobic remarks than those schools whout GSAs (Kosciw et al., 2016), and LGBTQ youth report greater school nnectedns and lower negative mental health out when attendg schools wh GSAs (Heck et al., 2013).

The recent change name om the “Gay-Straight Alliance Network” to the more clive “Genrs and Sexuali Alliance” work enurag nsiratn for how the programs may provi differential support for LGB and transgenr youth (GSA Network, 2016) school polici also play a val role strengtheng social supports schools for LGBTQ youth. Addnally, 47% intified as gay or lbian, 43% as bisexual, and 10% as qutng or other, and a majory of the participants (67%) reported disclosg their sexual or genr inty to eher classmat or teachers.

THE RADIL HISTORY OF THE FIRST GAY-STRAIGHT ALLIANCETHE RADIL HISTORY OF THE FIRST GAY-STRAIGHT ALLIANCE

More than half of the participants dited they received ee or rced lunch (59%), which was ed as a proxy for socenomic 1Frequenci, Means, and Standard Deviatns for Sample Demographics and Oute VariablPercent/Mean (SD)nSexual orientatn1, 061 Gay/Lbian47. Bias-based bullyg was asssed through two ems based on the qutn, “Durg the past 12 months, how many tim on school property were you harassed or bullied for any of the followg reasons”: “Bee you are gay, lbian, or bisexual or someone thought you were” (homophobic bullyg) and “Bee of your sex or genr” (genr-based bullyg) (0 = never; 4 = more than once a day) (r =. Mols were adjted for: sexual inty (1 = bisexual; 2 = qutng; gay/lbian was the reference tegory); assigned sex at birth (0 = female; 1 = male); genr inty (0 = cisgenr; 1 = transgenr); race (cludg Asian, Pacific Islanr, or Native Amerin; Black or Ain Amerin; multiple rac; and unreported, wh Whe as the reference tegory); ethnicy (0 = non-Hispanic; 1 = Hispanic); age; receipt of ee or rced school lunch (0 = no; 1 = y); fally, we created a dichotomo measure of beg out to school classmat and/or teachers based on youths’ rpons to the qutn, “who knows about your sexual inty/genr inty: classmate(s)?

NEW ‘GAY WATER’ LOOKS TO AVOID BUD LIGHT DISASTER

Rults for each oute are reported Tabl 2 and ​ 2Summary of Ordal Logistic Regrsn Analys Predictg Homophobic and Genr-Based Bullyg (n = 1, 061)Homophobic BullygGenr-Based BullygOR95% CIOR95% CIGSA/LGBTQ-foced polici GSA only1.

Addnally, youth schools wh a GSA, but who were unsure if the school had LGBTQ-foced polici, were ls likely to experience equent homophobic bullyg (AOR = 0. Compared to lbian or gay youth, bisexual youth had lower odds of experiencg homophobic bullyg; and pared to cisgenr youth, transgenr youth had two tim greater odds of experiencg homophobic and genr-based bullyg. Addnally, youth who dited their assigned sex at birth as male were almost twice as likely to experience homophobic bullyg pared to those who were assigned female at birth.

Neher GSAs nor LGBTQ-foced polici were associated wh homophobic or genr-based bullyg among youth still high youth who had graduated high school, neher GSAs nor LGBTQ-foced polici were associated wh perceptns of classmate or teacher support, though the batn of GSAs and LGBTQ-foced polici was signifint at the trend level for perceived classmate support (b = 0. Although prev rearch has documented how GSAs (Chir-Teran & Hugh, 2009; Goonow et al., 2006; Heck et al., 2013; Marx & Kettrey, 2016) and LGBTQ-foced polici (O’Shghnsy et al., 2004; Poteat & Rsell, 2013) penntly improve school climat, our fdgs suggt that the batn of LGBTQ-foced programs and polici are pecially effective mechanisms for addrsg bias-based also found that LGBTQ-foced polici may be particularly effective for addrsg homophobic bullyg, and GSAs for genr-based bullyg. This suggts that, although transgenr youth were more likely to have more negative school experienc, the relatnship between GSAs, LGBTQ-foced polici, and homophobic bullyg and perceptns of social support was no stronger or weaker for transgenr youth pared to cisgenr fdgs also highlight a potentially important rilience factor for Black or Ain Amerin youth, sce they reported notably higher levels of classmate support.