Daley, A., Solomon, S., Newman, P. A., & Mishna, F. (2007).
Traversing the margins: Intersectionalities in the bullying of lesbian, gay,
bisexual and transgender youth. Journal
of gay & lesbian social services, 19(3-4), 9-29.
1. What are the major ideas in the
article?
In this
article, Daley, Solomon, Newman & Mishna explore the bullying of LGBT
youth, but deconstruct their experience through the lenses of race, gender, sexual
orientation, and newcomer status. They acknowledge the lack of research on this
intersectionality of identity – most
bullying research focuses on the singular identity of sexual orientation. Consequently,
Daley et al. make a distinction between bullying expressions of sexist
homophobia (using gendered stereotypes to demean gay and lesbian youth) and
homophobic sexism (using homophobic slurs to demean gendered identities). They
present a “matrix of oppression” (p. 23) in which each individual element of a
student’s identity contributes to the severity of the discrimination they
encounter. Interestingly, they find that narrowly focused anti-homophobia
campaigns may inadvertently oppress other parts of students’ identities: race,
sex, and ethnicity. The authors call for the need to focus on LGBT youth as
whole persons for whom sexual orientation is one important, albeit unitary,
dimension. Pursuantly, bullying related policies in schools must address all
types of oppressions including race, gender, sexuality, etc.
2. What serious questions/issues
does the reading raise regarding gender and sexuality and young people?
This article demonstrates the overwhelming
pressure young people face to simply fit in with their peers. In fact, the
article observes that, “the likelihood of LGBT youth being bullied was
associated with the extent to which youth stepped out of prescribed gender
norms” (p. 15). The more gender nonconforming students presented, the more
likely they were to be bullied.
3. In what ways does this article
reinforce, extend, challenge, or oppose your own views on
gender and sexuality
study/research/practice?
My view
of bullying, as related to LGBTQ issues, has been much expanded by the findings
in the article – there is not necessarily one singular reason why a student is
bullied but, rather, an intersectionality of reasons that combine to form the
basis of the oppression that the student experiences. Therefore, it follows
that we must view students not in singular identities, but as complete people
with multi-faceted identities.
4. What do you take away from the
reading in terms of your own gender inclusive practice as a future educator?
The urgent need to be informed. I
recognize that, in order to be equipped to deal with bullying, I need to be
able to recognize its different root causes, and carefully choose what language
I use when engaging with students. This language will differ greatly if I am
dealing with sexist homophobia, as opposed to homophobic sexism, for example.
Anti-oppression training, as suggested in the article, will benefit not only
educators, but, ultimately, the students they are serving.
Abramovich, I. A. (2012). No safe place to go-LGBTQ youth homelessness
in Canada: Reviewing the literature. Canadian
Journal of Family and Youth/Le Journal Canadien de Famille et de la Jeunesse, 4(1),
29-51.
1. What are the major ideas in the
article?
Abramovich is concerned with the
system of social support networks for homeless youth in Canada, in that they do
not address the specific needs of LGBTQ youth, even though LGBTQ youth account
for almost half of all homeless youth. Furthermore, he observes that support
services such as shelters can, “end up being places of danger, threat, and
stress for youth, leaving a number of street youth without food, shelter, and
safety” (p. 33). Trans youth in particular experience higher levels of
harassment, and require specific health care needs – with regards to hormones
and other transition aids – that differ from their LGB counterparts. He
provides recommendations, concluding that shelter staff must be more educated
around LGBTQ issues such as homophobia, transphobia; there must be more
research done into the intersectional identities of homeless youth, and how
this affects their experience; and, more practically, for Canada to implement a
homeless youth crisis shelter specifically for LGBTQ youth.
2. What serious questions/issues
does the reading raise regarding gender and sexuality and young people?
The idea of creating and
maintaining a designated safe space is so important to the physcial and mental
wellness of LGBTQ youth. They cannot simply be ignored and expected to fit into
the system of supports that is already in place for homeless youth. Abramovich
explores how the differing needs, and unique experiences, of LGBTQ youth are
not currently acknowledged and, in some cases, are even actively discriminated
against in the current shelter and social support system.
3. In what ways does this article
reinforce, extend, challenge, or oppose your own views on
gender and sexuality
study/research/practice?
This article reinforces the notion
that the needs of LGBTQ youth vary drastically from the needs of heterosexual
youth. They deal with issues of acceptance, discrimination, assault, and mental
health that a majority of their heterosexual peers do not experience.
Abramovich brings to light all of the literature that shows the needs of LGBTQ
youth are unique, and therefore require a unique approach.
4. What do you take away from the
reading in terms of your own gender inclusive practice as a future educator?
The importance of providing an
explicitly designated safe space. I will ensure that I have posters and
messaging in my classroom that indicates to all students – especially who
identify as LGBTQ – that it is a safe
place for all. It is important for students to feel they can be themselves
without fear of reprisal or negative repercussions. As educators, it is our job
to teach students effectively, and before we can do this, we must create an
environment in which that learning can successfully occur: a safe space.
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