Heterosexism in high school and victimization among lesbian, gay, bisexual, and questioning students

Chesir-Teran, D, & Hughes, Diane. (2009). Heterosexism in high school and victimization among lesbian, gay, bisexual, and questioning students. J. Youth Adolescence, 38, 963-975.

I will be researching the extent of the effort to prevent an anti-gay bias in teachers at all levels of education through both teacher workshops and programs within individual schools. I will also attempt to reveal the positive and negative effects of implementing these programs within schools at various levels of education (elementary, middle, and high school).

The article focused on the existence (or non-existence, in some cases) of “perceived manifestations of heterosexism” based upon high school policies, programs, and social domains as well as an observation of reported victimization experiences from LGBT students throughout the United States (Chesir-Teran & Hughes, 2009). The internet survey used created a forum in which LGBT students could voice their opinions regarding their own thoughts regarding both the commonality and possible tolerance of anti-LGBT harassment and victimization, as well as ways in which administrators and school systems respond (or do not) to these events. Essentially, those who experienced victimization personally saw a general indifference amongst their school administrators in regards to the bullying, and a majority of students who took part in the survey were unaware of any policies or staff programs regarding victimization awareness of LGBT individuals even if the programs were, in fact, a part of their school district. The study found, however, that the existence (or perceived existence) of non-discrimination policies and programs correlated directly with the prevalence of LGBT bullying and victimization.

Although the study was internet-based and therefore closed to many students identifying as LGBT, the results revealed the general consensus that a knowledge of the existence of anti-harassment policies focused primarily on the victimization of LGBT individuals resulted in a lessening of reported harassment and bullying. Any existing victimization may have simply remained unreported, but with teachers and administrators that completed training in anti-harassment and non-discrimination the likeliness of there being an issue with victimization and abuse was lessened to a great extent. A full no-tolerance policy enacted through the administrators of school districts has the potential to create a stable and safe environment for LGBT individuals in which they can learn and interact with their peers without fear of being verbally and physically attacked, thus reducing the prevalence of anti-gay victimization and harassment in general.