Youth have a rich history of engaging in activism and organizing within schools to promote equity based on gender, sexuality, and race. Youth equity work in secondary schools includes myriad activities: developing student-led clubs, such as gay-straight alliances (GSAs, also known as gender and sexuality alliances); advocating for inclusive policies, practices, and curriculum; engaging in direct action, such as protests; and developing individual and shared critical consciousness. Situated in the United States, Canada, and other countries, GSAs are a common way that youth have organized to promote equity and justice for youth with marginalized sexualities and genders; they have, however, been critiqued for their lack of inclusion of racially or ethnically marginalized students or attention to intersecting forms of oppression. Opportunities exist within research, education, and practice to understand and address the heterogeneity and intersectionality of GSA groups and members, examine and understand other forms of school-based activism from an intersectional perspective, and recognize and examine school-based equity work within the broader cultural, social, and political contexts that involve families and communities. Youth, teachers, and social workers engaged in equity work in schools must attend to intersectionality and center the needs of the most marginalized within their work.
Introduction
