Involved, Invisible, Ignored: The Experiences of Lesbian, Gay, Bisexual and Transgender Parents and Their Children in Our Nation's K-12 Schools

Autor/inn/en	Kosciw, Joseph G.; Diaz, Elizabeth M.
Institution	Gay, Lesbian, and Straight Education Network, New York, NY.
Titel	Involved, Invisible, Ignored: The Experiences of Lesbian, Gay, Bisexual and Transgender Parents and Their Children in Our Nation's K-12 Schools
Quelle	(2008), (141 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-9340-9202-9
Schlagwörter	Elementary Secondary Education; Sexual Orientation; Homosexuality; Sexual Identity; Parent School Relationship; Parent Teacher Cooperation; Volunteers; Parent Participation; Social Bias; Educational Environment; Family Structure; Negative Attitudes; United States + Suchen Sie Ihr Suchwort? Sexuelle Orientierung; Homosexualität; Geschlechtsidentität; Sexuelle Identität; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Freiwilliger; Elternmitwirkung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienkonstellation; Familiensystem; Negative Fixierung; USA
Abstract	Current estimates indicate that there are more than 7 million lesbian, gay, bisexual and transgender (LGBT) parents with school-age children in the United States, yet little is known about the experiences of this growing number of LGBT-headed families in schools across the country. In order to fill this crucial gap in our knowledge of LGBT issues in schools, the Gay, Lesbian and Straight Education Network (GLSEN) undertook this study to examine and highlight the school experiences of LGBT-headed families in partnership with COLAGE (Children Of Lesbians And Gays Everywhere) and the Family Equality Council. This report reveals a complex picture of experiences for both students and parents. The LGBT parents surveyed are more likely than other parents to be actively engaged in the life of their child's school--more likely to volunteer, to attend parent-teacher conferences or back-to-school nights and to contact the school about their child's academic performance or school experience. Such findings suggest that LGBT parents are, as a group, potential assets for any school community, engaged and concerned about the quality of their children's education and the school of which they are part.Yet many LGBT parents report feeling neglected, excluded or even mistreated by other members of their school communities, especially other parents. Results from this study also provide insights into solutions to make schools safer and more welcoming for all members of the school community. LGBT parents must, and often times do, work harder than other parents to ensure safe and effective learning environments for their children. This study reveals that LGBT parents are highly engaged in their children's school experiences, qualities which can be of great benefit to teachers, school administrators and parent-teacher associations in America's schools. (Contains 128 footnotes, 55 figures, and 25 tables.) [This report was produced in partnership with COLAGE and the Family Equality Council.] (ERIC).
Anmerkungen	Gay, Lesbian and Straight Education Network (GLSEN). 121 West 27th Street Suite 804, New York, NY 10001. Tel: 212-727-0135; Fax: 212-727-0254; e-mail: glsen@glsen.org; Web site: http://www.glsen.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10