Simons Jack D, Russell Stephen T
Mercy College, Dobbs Ferry, New York, USA.
The University of Texas, Austin, Texas, USA.
J Gay Lesbian Soc Serv. 2021;33(4):451-474. doi: 10.1080/10538720.2021.1897052. Epub 2021 Mar 17.
Sexual minority youth experience a variety of challenges that are further exacerbated by intersectionality and interactions with various educators. Using a directed form of empirical, qualitative research, the authors explored the retrospective school experiences (as part of life stories) of three cohorts of sexual minorities (Stonewall Generation, HIV/AIDS Generation, and Marriage Equality Generation). The aim was to learn how they experienced K-12 education, including interactions with educators. Four major categories were identified from the interview data: (a) unsupportive educators, (b) role of school counselors, (c) supportive educators, and (d) sexual minority teachers. Interactions with educators were either supportive or unsupportive and occurred at either the individual or school (institutional) level. Interactions at either of these levels were (a) explicit-intentional behavior(s) or implicit-chance behavior(s) and (b) related to academic and personal concerns.
性少数青年面临着各种各样的挑战，而交叉性以及与各类教育工作者的互动又进一步加剧了这些挑战。作者采用一种定向形式的实证性定性研究方法，探究了三代性少数群体（石墙一代、艾滋病毒/艾滋病一代和平等婚姻一代）对过往学校经历（作为人生故事的一部分）的看法。目的是了解他们在K-12教育阶段的经历，包括与教育工作者的互动情况。从访谈数据中识别出了四大类：（a）不支持的教育工作者，（b）学校辅导员的作用，（c）支持的教育工作者，以及（d）性少数教师。与教育工作者的互动既有支持性的，也有不支持性的，且发生在个人或学校（机构）层面。这些层面的互动包括（a）明确的有意行为或隐含的偶然行为，以及（b）与学业和个人问题相关的行为。
