The School Climate for Lesbian, Gay, Bisexual, and Transgender (LGBT) Students

Stephen T. Russell, Jenifer K. McGuire

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

Abstract

Schools are a critical development context for adolescents. Most research focuses on individual students and their development, but a focus on the climate of schools is crucial for analyzing policy innovations as well as student wellbeing. This chapter focuses on the school experiences of lesbian, gay, bisexual, and transgender (LGBT) students, a group for whom school safety is a pressing concern. Drawing from Rogers' (2003) theory of diffusion of innovation, it identifies planned, structural changes in school policies that create positive change in school LGBT climates and for LGBT students. It discusses strategies for measuring individual- and school-level safety and climate, and provides empirical illustrations. The chapter concludes with a discussion of contemporary policy innovations and advocacy efforts that are consistent with an emphasis on improving school climates.

Original languageEnglish (US)
Title of host publicationToward Positive Youth Development
Subtitle of host publicationTransforming Schools and Community Programs
PublisherOxford University Press
Volume9780195327892
ISBN (Electronic)9780199301478
ISBN (Print)9780195327892
DOIs
StatePublished - Apr 1 2010
Externally publishedYes

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Keywords

  • Advocacy
  • Bisexual
  • Gay
  • High school
  • Lesbian
  • Lgbt
  • Policy
  • School climate
  • Students
  • Transgender

Cite this

Russell, S. T., & McGuire, J. K. (2010). The School Climate for Lesbian, Gay, Bisexual, and Transgender (LGBT) Students. In Toward Positive Youth Development: Transforming Schools and Community Programs (Vol. 9780195327892). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195327892.003.0008