Citation

Nichols SL. Elem. Sch. J. 1999; 99(5): 505-519.

Copyright

(Copyright © 1999, University of Chicago Press)

DOI

10.1086/461938

PMID

unavailable

Abstract

Societal messages about normative culture permeate the lives of adolescents. Schools, as reflections of societal cultures, weave these messages throughout the informal curriculum by way of discipline, rules, and formal curricula. Many school climates foster norms, values, and belief systems that communicate rejection and intolerance to some students. In particular, gay, lesbian, and bisexual adolescents are a hidden minority in schools who are forced to negotiate homosexual identity development within typically homophobic climates. In this article I argue that schools are obligated to address the unique needs of homosexual youth because this population is at increased risk for committing suicide, physical and verbal abuse from peers, truancy, dropping out of school, and lowered self-esteem than their heterosexual counterparts. I propose that schools develop a diversity room and staff it with a diversity room specialist not only to meet the unique needs of homosexual adolescents but also to encourage a safe, accepting climate for all students.

Language: en