Alicia Lapointe

Standing “Straight” Up to Homophobia: Straight Allies’ Involvement in GSAs

This qualitative study captures the experiences of four straight allies’ and one gay youth involvement in gay–straight alliances (GSAs) at their Ontario, Canada, high schools. Participants’ motivations for becoming GSA members and their roles as allies are examined. Queer theoretical perspectives, as espoused by Britzman (1995, 1998) and Linville (2009), underpin the studys purpose, design, and data analysis. Queer theory was employed to both problematize the heteronormative underpinnings of education and to critique the stand-alone nature of GSAs. Safety, support, education, and advocacy—to varying degrees—were identified as the roles of participants’ GSAs. Straight allies joined GSAs because they wanted to support lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) people and advocate for their human rights. They developed queer-positive attitudes through befriending and/or empathizing with LGBTQ people and from their experiences with being “Othered.” Findings suggest that allies felt undue pressure to address homophobic language and were compelled to combat LGBTQ-based inequities in school and society. Particular attention was also paid to exploring how two straight male allies were cultivating new forms of masculinity that refrain from denigrating LGBTQ people.

Gay–straight alliance (GSA) members’ engagement with sex education in Canadian high schools

This paper offers an examination of gay–straight alliance (GSA) members’ engagement with sex education, sexual health, and prejudice and discrimination in Canadian public high schools. It explores how five students’ (four straight and one gay-identifying) participation in GSAs served as a springboard for learning about and challenging stereotypes; prejudice; and discrimination directed at lesbian, gay, bisexual, trans, and queer/questioning (LGBTQ) people. Queer theory provided the theoretical underpinnings of the study, offering a lens through which to examine the heteronormative underpinnings of education, and a means to interpret how homophobic discourses circulate in school and society. Empirical data were obtained via observational notes from visits to nine GSAs and semi-structured interviews with the five GSA members. Findings suggest that straight allies can use their heterosexual privilege to address LGBTQ issues with their peers. Through GSA involvement, participants learned to interrogate and combat stereotypes about LGBTQ people and HIV-related myths, as well as to engage in queer discussion and political action.

“It's not Pans, It's People”: Student and Teacher Perspectives on Bisexuality and Pansexuality

ABSTRACT This article explores how Canadian youth who participate in Gay-Straight Alliances (GSA) and teachers who advise them perceive and/or experience bi/pansexuality. Participants’ perspectives on, definitions of, and alignment with bi/pansexuality are examined as they unpack mis/understandings associated with nonmonosexual identities. For GSA members, bisexual and pansexual identity labels were not interchangeable terms; bisexuality was associated with the fe/male binary and pansexuality served as a personal contestation to this dichotomy. Despite these distinctions, both nonmonosexualities were marked by invisibility, mis/understandings, and prejudice in school. Findings emphasize how students’ knowledge of sexual diversity and fluidity was more nuanced than their GSA advisors due to personal online research. GSA participation enabled bi/pansexual knowledge exchange among students and teachers, and promoted overall understandings of bi/pansexualities. Although GSA involvement facilitated opportunities to discuss bi/pansexualities, this article also highlights how an effort should be made to integrate bi/pansexual content in these clubs.

GSA members' experiences with a structured program to promote well-being

ABSTRACT LGBT2Q+ youth experience significant oppression in schools and there are few evidence-informed programs to promote well-being. This study describes the experiences of youth who participated in a 17-session structured mental health promotion program through their GSAs. Focus groups were conducted with 15 youth. Results indicated that the program helped youth validate and affirm their identities and expressions. The program also afforded youth structured opportunities to identify and process minority stressors, and develop essential coping strategies to bolster their well-being and manage their toxic relationships.

Queering youth studies: Exploring the queer pedagogical insights in the Critical Youth Studies Reader

ABSTRACT This book review examines the five lesbian, gay, bisexual, and transgender (LGBT)–themed chapters in the Critical Youth Studies Reader. Collectively, the authors of these chapters invite educators to (a) critically explore the heteronormative/cisnormative foundation of media texts and education and (b) take action to transform schooling through the purposeful implementation of queer pedagogy.

The Fourth R: Implementing Evidence-Based Healthy Relationships and Mental Health Promotion Programming in Diverse Contexts

There is an increasing awareness that youth mental health problems and violence are public health concerns that require public health approaches to prevention. Simply put, these are not challenges that we are going to treat or arrest our way out of but rather are more effectively approached through a public health lens for several reasons. The Fourth R is an approach that includes an array of evidence-based and evidence-informed programs designed to develop youth’s healthy relationship skills, promote positive mental health, and prevent violence. This chapter describes the Fourth R, its evidence base, and lessons learned regarding successful school-based program implementation.