Urban Service Providers’ Perspectives on School Responses to Gay, Lesbian, and Questioning Students: An Exploratory Study

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Kris Varjas ◽  
Emily Graybill ◽  
Will Mahan ◽  
Joel Meyers ◽  
Brian Dew ◽  
...  
Keyword(s):  
School Climate ◽  
Community Service ◽  
Exploratory Study ◽  
Service Providers ◽  
School Personnel ◽  
Safe Schools ◽  
Victim Blaming ◽  
Urban Service ◽  
School And Community ◽  
Homophobic Bullying

Perspectives regarding bullying of gay, lesbian, and questioning (GLQ) students were obtained from 16 school and community service providers in this exploratory study. Insights were gained regarding in-school responses to homophobic bullying threats beyond traditional punishments (e.g., suspension). Barriers to developing safe schools for GLQ students included passive school personnel, a conservative religious climate, victim blaming, and blindness to GLQ students. Facilitators to improving school climate and preventing GLQ bullying also were identified.

Urban Service Providers' Perspectives on School Responses to Gay, Lesbian, and Questioning Students: An Exploratory Study

2007 ◽  
Vol 11 (2) ◽  
pp. 113-119 ◽  
Author(s):  
Kris Varjas ◽  
Emily Graybill ◽  
Will Mahan ◽  
Joel Meyers ◽  
Brian Dew ◽  
...  
Keyword(s):  
Exploratory Study ◽  
Service Providers ◽  
Urban Service

School and Community Service Providers' Perspectives on Gay, Lesbian and Questioning Bullying

2006 ◽  
Vol 1 (2) ◽  
pp. 45-66 ◽  
Author(s):  
Will C. Mahan ◽  
Kris Varjas ◽  
Brian J. Dew ◽  
Joel Meyers ◽  
Anneliese A. Singh ◽  
...  
Keyword(s):  
Community Service ◽  
Service Providers ◽  
School And Community

The Experiences and Perspectives of African-Australian Community Service Providers Who Work with At-Risk and Justice-Involved Youth

2021 ◽  
pp. 0306624X2110226
Author(s):  
Stephane Shepherd ◽  
Aisling Bailey ◽  
Godwin Masuka
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Young People ◽  
Service Delivery ◽  
Community Service ◽  
Service Providers ◽  
Professional Staff ◽  
Youth Justice ◽  
Complex Needs ◽  
Australian Community

African-Australian young people are over-represented in custody in the state of Victoria. It has been recognized in recent government and stakeholder strategic plans that African-Australian community service providers are well placed to help address the increasing complex needs of at-risk African-Australian youth. However little is known about the capacities of such providers to effectively contend with this growing social concern. In response, this study aimed to explore the perspectives and operational (service delivery and governance) experiences of African-Australian community organizations which provide services to at-risk young people in Victoria. Through a series of in-depth interviews with the leadership of eight key African-Australian service providers, we aimed to identify their perceived strengths, obstacles faced and proposed strategies to realize key objectives. Perspectives on key risk factors for young African-Australian justice system contact were also gathered. Several themes were extracted from the interviews, specifically (i) Risk factors for African-Australian youth justice-involvement (school disengagement, peer delinquency, family breakdown, intergenerational discord, perceived social rejection), (ii) The limitations of mainstream institutions to reduce African-Australian youth justice-involvement (too compliance focused, inflexible, business rather than human-centered, disconnected from communities and families), (iii) The advantages of African-Australian community service providers when working with African-Australian youth (community credibility, client trust, flexibility, culturally responsive), (iv) The challenges faced by African-Australian service providers (lack of funding/resources, professional staff shortages, infrastructural/governance limitations), and (v) “What works” in service provision for at-risk African-Australians (client involvement in program design, African staff representation, extensive structured programming matched with client aspirations, prioritizing relationship building, persistent outreach, mental health and legal literacy for clients and families). Implications for service delivery and social policy are discussed within.

An exploratory study of gay travelers: socio-demographic analysis

2017 ◽  
Vol 72 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Heejung Ro ◽  
Eric D. Olson ◽  
Youngsoo Choi
Keyword(s):  
Gay Men ◽  
Exploratory Study ◽  
Service Providers ◽  
Self Esteem ◽  
Content Type ◽  
Gay Couples ◽  
Demographic Profiles ◽  
Gay Community ◽  
Collective Self ◽  
Collective Self Esteem

Purpose This exploratory study aims to examine gay travelers’ travel psychographics (allocentricity and psychocentricity) in relation to openness about sexual orientation, collective self-esteem and socio-demographic variables. Design/methodology/approach A survey is developed and study participants are recruited from attendees at a large annual gay event. A total of 196 gay men were used as samples for correlation analysis and independent samples t-tests. Findings The findings suggest that collective self-esteem is positively correlated with allocentricity. Also, gay couples showed higher allocentricity than single gay men, and white/Caucasian gay men showed higher allocentricity than other ethnic minorities gay men. Yet, psychocentricity was higher for lower income gay men than higher income gay men. Practical implications Tourism marketers should recognize that the gay market is not as homogenous as it has been portrayed in the tourism literature. Hospitality service providers and destination marketers should be aware of the importance of the gay community, gay travelers’ psychographics and, more importantly, the diversity within the gay market to develop effective products and services to better position themselves in this niche market. Originality/value This research contributes to the tourism literature by enhancing the understanding of gay travelers’ socio-demographic profiles and their travel-related behaviors and perceptions.

Examples of Monitoring

2017 ◽  
Author(s):  
Ron Astor ◽  
Rami Benbenishty
Keyword(s):  
School Climate ◽  
School Connectedness ◽  
Collaborative Work ◽  
School Personnel ◽  
Well Being ◽  
The United States ◽  
Risk And Resilience ◽  
Physical And Mental Health ◽  
Extensive Experience ◽  
District Administrators

This guidebook is inspired by 20 years of collaborative work to improve school climate and student well- being. Working with government leaders, district administrators, and school personnel in the United States and abroad, the authors have extensive experience in designing and implementing monitoring systems that fit local needs and in showing how results can be used to improve schools. These various monitoring models already in use can help education policymakers and administrators gain a better understanding of how these systems can empower schools and guide decisions about programs and interventions. The overarching message of this guidebook is that methods of monitoring should be well integrated into the process of leading a school, just as academic assessment is. Viewed together, both academic and nonacademic data can provide the information that school leaders need to create safer, more successful schools. The California School Climate, Health, and Learning Survey is a comprehensive set of surveys that includes the: . . . California Healthy Kids Survey (CHKS) California School Climate Survey for staff (CSS) California School Parent Survey (CSPS) . . . The CHKS is a youth risk and resilience survey given to students in the 5th, 7th, 9th, and 11th grades. The survey gathers feedback from students on issues such as school connectedness, safety, violence and victimization, substance use, and physical and mental health. There is a core survey that covers all of those topics to some extent as well as supplemental modules that ask more detailed questions on specific topics. The CSSS is for teachers, administrators, and all other school staff (e.g., secretaries, security guards, bus drivers). It asks about multiple aspects of school climate and needs for professional development. The CSPS focuses on parent perceptions. It asks many questions that parallel those presented to students and staff. In addition, parents describe how they perceive the ways that the school engages and involves them in the school.

Creating Positive School Experiences for Students with Disabilities

2006 ◽  
Vol 10 (1_suppl) ◽  
pp. 2156759X0601001 ◽  
Author(s):  
Amy Milsom
Keyword(s):  
School Climate ◽  
Students With Disabilities ◽  
School Counselors ◽  
School Personnel ◽  
School Experiences ◽  
School Policies ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
General School

The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and school personnel and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.

Willed ambiguity: An exploratory study of sexual misconduct affecting sexual minority male university students in Canada

Sexualities ◽  
2020 ◽  
pp. 136346072094730
Author(s):  
Viviane Namaste ◽  
Mark Gaspar ◽  
Sylvain Lavoie ◽  
Alexander McClelland ◽  
Emily Sims ◽  
...  
Keyword(s):  
Lived Experience ◽  
Gay Men ◽  
Exploratory Study ◽  
Service Providers ◽  
Sexual Misconduct ◽  
Male Students ◽  
Gay Male ◽  
The University ◽  
University Settings ◽  
Male University Students

We offer exploratory reflections on the matter of sexual misconduct affecting sexuality minority male students by males in positions of authority in the university, based on interviews with eight sexual violence service providers and five men across Canada with lived experience, as well as information gathered through our recruitment work. Data were interpreted using thematic analysis. Our results indicate that there is a need to think through the specificity of sexual misconduct involving men in university settings. Several dynamics operate to perpetuate a willed ambiguity on this issue that allow abuses of power to go unchecked. These include difficulties in having a conversation on this topic, the sexualization of gay male culture, gender dynamics among gay men, ‘queer’ justifications, risks of social isolation, and financial precarity.

scholarly journals The Mediating Effect of Parental Involvement on School Climate and Behavior Problems: School Personnel Perceptions

2020 ◽  
Vol 10 (8) ◽  
pp. 129 ◽  
Author(s):  
Sónia Maria Martins Caridade ◽  
Hélder Fernando Pedrosa e Sousa ◽  
Maria Alzira Pimenta Dinis
Keyword(s):  
School Climate ◽  
Parental Involvement ◽  
Behavior Problems ◽  
Social Functioning ◽  
School Context ◽  
School Personnel ◽  
Mediating Effect ◽  
Potential Factor ◽  
And Behavior ◽  
The Relationship

As a reflection of the culture and norms of the school community, the school climate (SC) is a potential factor connected to students’ major behavior problems (BP). Parental involvement (PI) is considered as an essential factor for SC, contributing to promote good students’ educational results, as well as better social functioning. The present study aimed to analyze the mediating effect of PI on the relationship between SC and BP, taking into consideration the school personnel perceptions. A total of 329 school personnel (teachers versus no teachers) aged between 29 and 66 (M = 50.78, SD = 7.56), mainly female (79%), were integrated in the sample. Based on the perception of the school personnel, the results indicate moderate level of PI and SC, as well as the existence of different BP in the school context. The mediating effect of PI in the relationship between the SC and BP has been demonstrated. These results suggest that, if the SC and PI are improved, it could be an effective strategy to enhance the social functioning of students in the school context. This study thus contributes to a comprehensive empirical analysis of how PI can improve the relationship between the SC and the BP of Portuguese students.

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