Diversity, Equity, and Inclusion for Some but Not All: LGBQ Asian American Youth Experiences at an Urban Public High School

Autor/in	Endo, Rachel
Titel	Diversity, Equity, and Inclusion for Some but Not All: LGBQ Asian American Youth Experiences at an Urban Public High School
Quelle	In: Multicultural Education Review, 13 (2021) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2021.1890311
Schlagwörter	LGBTQ People; Student Diversity; High School Students; Public Schools; Asian American Students; Social Bias; Racial Bias; Violence; Clubs; Social Support Groups; School Culture; Elementary Secondary Education; School Role; Inclusion; Identification (Psychology) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Asian immigrant; United States; Asiatischer Einwanderer; USA; Racial discrimination; Rassismus; Gewalt; Club; Klub; Social support; Soziale Unterstützung; Schulkultur; Schulleben; Inklusion
Abstract	This article reports on a two-year study on the in-school experiences of 10 ethnically and generationally diverse Asian American LGBQ-identified adolescents who attended a racially integrated urban public high school in the Midwest. The conceptual framework draws on Queer of Colour Analysis (QOCA) to situate how heteronormative, heterosexist, and racially exclusionary practices impacted the youth in distinct ways due to the intersections of their gendered and racialized identities. Three major findings are discussed as follows: (a) the participants' experiences with violence-based encounters at school including the complex reasons for their general reluctance to formally report these incidents, (b) gendered and racialized forms of heterosexism and homophobia, and (c) how the school's White-dominated Gay-Straight Alliance (GSA) club because a site of erasure and exclusion. Specifically, their lived realities at school elevate the urgency of issues pertaining to school culture and climate as it relates to their personal safety, security, and well-being. The implications section will reflect on the ways by which K-12 schools could create more equitable, inclusive, and welcoming spaces for racially diverse LGBQ students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01