Strategies to Support LGBTQ+ Students in High Schools: What Did We Learn in Chicago Public Schools?
Strategies to Support LGBTQ+ Students in High Schools: What Did We Learn in Chicago Public Schools?
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支持高中 LGBTQ 学生的策略：我们在芝加哥公立学校学到了什么？
DOI：
10.1177/15248399211006492
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发表时间：
2021
影响因子：
1.9
通讯作者：
Michael Fagen
中科院分区：
文献类型：
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作者：
Elizabeth Jarpe;B. Marshall;Maham Choudry;M. Wishart;B. Reid;E. Perez;Michael Fagen
2013年，芝加哥公立学区获得了疾病控制和预防中心（CDC）青少年和学校健康部门的资助，以实施一系列旨在减少艾滋病毒，性传播疾病（STIs）和学生中相关风险行为的战略。其中一套战略包括“安全和支持性环境”（SSE），旨在支持女同性恋、男同性恋、双性恋、变性者、质疑者和其他LGBTQ+学生。自我教育战略包括向K-12学校工作人员（教师、行政人员、社会工作者等）提供专业发展和技术援助。实施以下做法：根据地区指导方针支持变性和性别平等学生，使用LGBTQ+包容性课程，张贴支持的标志和符号，以及创建性别和性行为联盟学生俱乐部。为了监测进展和性能，收集了定量和定性的过程测量数据。定量数据包括关键指标，如培训的工作人员人数和监测数据收集通过学校健康档案与疾病预防控制中心合作。收集定性数据，以了解的障碍和促进因素，通过与55名学校工作人员和四个焦点小组与31名高中生的访谈，实施SSE的做法。结果表明，在整个5年供资期内，所有SSE活动的吸收率都有所增加。调查结果还揭示了额外的必要支持，如增加可用性和提供专业发展的所有工作人员，支持工作人员参与家长，并确保LGBTQ+包容性的性健康教育课程是这样的学生经历。目前的工作，以满足这些需求的描述。
In 2013, the Chicago Public Schools district received funding from the Division of Adolescent and School Health at the Centers for Disease Control and Prevention (CDC) to implement a series of strategies aimed to reduce HIV, STIs (sexually transmitted diseases), and related risk behaviors among students. One such set of strategies included “safe and supportive environments” (SSE), aimed to support lesbian, gay, bisexual, transgender, questioning, and other LGBTQ+ students. SSE strategies included professional development and technical assistance provided to K–12 school staff (teachers, administrators, social workers, etc.) to implement the following practices: support for transgender and gender nonconforming students in accordance with district guidelines, use of LGBTQ+ inclusive curricula, posting of signs and symbols of support, and creation of Genders and Sexualities Alliance student clubs. To monitor progress and performance, both quantitative and qualitative process measure data were collected. Quantitative data consisted of key metrics such as number of staff trained and surveillance data collected through school health profiles in collaboration with the CDC. Qualitative data were gathered to understand barriers and facilitators to implementation of SSE practices via interviews with 55 school staff members and four focus groups with 31 high school students. Results indicated an increased uptake of all SSE activities across the 5-year funding period. Findings also reveal additional needed supports, such as increased availability and offering of professional development for all staff, support for staff in engaging parents, and ensuring the LGBTQ+ inclusive sexual health education curriculum is experienced as such by students. Current work to address these needs is described.