Inequities in educational and psychological outcomes between LGBTQ and straight students in middle and high school

Robinson, Joseph P., & Espelage, Dorothy L. (2011). Inequities in educational and psychological outcomes between LGBTQ and straight students in middle and high school. Educational Researcher, 40(7), 315-330.

Survey data from more than 13,000 middle school and high school students in Wisconsin clearly show that youth who identify themselves as gay, lesbian, bisexual, transgendered, or questioning (LGBTQ) are more likely to consider and attempt suicide, more likely to feel victimized in school, less likely to feel a sense of belongingness at school, and more likely to be absent from school than their counterparts who identify as straight. These findings are in line with previous studies, but this study stands out because of the large number of students responding, as well as the fact that the data cover a wider age range than prior studies do, looking at responses of middle school students as well as high school students, which enabled researchers to look at developmental differences.

It is appalling, though sadly not surprising, that schools continue to be at best nonsupportive environments and at worst dangerous environments for youth whose gender identity does not fit what is considered “straight” in society. The saddest finding of all here was that many of the LGBTQ-identified students who responded to this survey reported hearing homophobic remarks from adult school staff members. School staff members are responsible for creating a safe and inclusive environment where ALL learners have an equal opportunity to learn. If adults in schools not only do not stop homophobic comments, but also participate in making them, that responsibility is not being met. Is the problem cowardice? Lack of sensitivity? Real bigotry and hatred? Plain laziness? Or prejudices so deeply rooted that they are not even questioned? As a teacher, I have to ask if I have done enough to help preservice teachers prepare to create inclusive environments for ALL students. Although there is still much work to be done to fight all kinds of discrimination, we have made strides against the traditional kinds of sexism, which privileged males or females, and against racism, and against discrimination on the basis of ability/disability, but from the research described here, we still are not doing a good job of fighting discrimination on the basis of sexual identity. The authors state hopefully that changes in perceptions, fueled by popular media images of LGBTQ individuals, may be coming. They cite research documenting more acceptance of gay marriage recently, and they mention the repeal of “Don’t ask, don’t tell.” Things may be changing on some fronts, but unfortunately, schools may be the last places to change. “Traditional” identities and ways of being, and conforming to standards and what are considered “norms” are all still part and parcel of the experience of schooling. Woe be to the student who is “different” in any way.

Students who do not feel safe in school, who do not feel that they belong in school, tend not to show up at school as much, and even when they are there, they may not be able to focus on learning as well as they need to. Thus, their opportunity to learn is diminished, and all the opportunities that come from learning. That should be the bottom line for all educators: If any student, or group of students, is not learning, then the situation must be changed in ways that DO promote learning. There is evidence here that a supportive school environment can make a difference, and such a supportive environment begins with the adults who work and lead in those environments. As one who educates those adults, I hear the message loud and clear.