Citation

Wernick LJ, Dessel AB, Kulick A, Graham LF. Child. Youth Serv. Rev. 2013; 35(9): 1576-1586.

Copyright

(Copyright © 2013, Elsevier Publishing)

DOI

10.1016/j.childyouth.2013.06.005

PMID

unavailable

Abstract

Research has documented heterosexism and genderism facing lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) students in schools, especially as it relates to experiencing bullying and harassment. However, little research addresses anti-LGBTQQ bullying interventions, and no research has examined the use of youth-led performance and dialogue in cultivating anti-bullying behaviors among students. The present mixed-methods study assesses one such intervention led by a community-based LGBTQQ and allied youth group. Repeated measures general linear modeling demonstrates a positive impact of this intervention on middle and high school students' likelihood to intervene when witnessing anti-LGBTQQ harassment and confidence to successfully do so, particularly for White students. Qualitative findings demonstrate barriers to intervention and decision-making processes of youth when intervening.

RESULTS suggest the importance of these interventions in empowering LGBTQQ youth to effect change in their schools.