Citation

Steck AK, Perry D. J. School Violence 2018; 17(2): 227-243.

Copyright

(Copyright © 2018, Informa - Taylor and Francis Group)

DOI

10.1080/15388220.2017.1308255

PMID

unavailable

Abstract

Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth face hostile and exclusionary learning environments. A qualitative phenomenographic method involving semistructured interviews of seven secondary school administrators was conducted to identify perceptions of experiences creating a safe and inclusive environment for students who identified as LGBTQ. The findings of the study were examined from a conceptual foundation that a heteronormative culture dominates the U.S. school system that perpetuates the marginalizing of nongender conforming students. The three emergent perceptions identified included: (a) providing safe spaces while working to create an inclusive environment; (b) promoting student awareness and acceptance of diversity; and (c) challenging heteronormativity within the context of formal policies and procedures.

Language: en

Keywords

Heteronormativity; hostile environment; inclusion; LGBTQ