Schools for gay, lesbian, bisexual, transgendered, and questioning youth: What makes them viable
Abstract
Research indicated that gay, lesbian, bisexual, transgender and questioning (GLBTQ) students in high schools are at higher risks for suicide, poor academic performance in schools and dropping out of school than their heterosexual peers. This comparative case study was designed to explore the difference and similarities between two urban high schools created specifically for GLBTQ students. The study looked at the differences and similarities in both school in terms of their origin/creation, vision/mission statements, leadership, organization, curriculum, funding, support services, and city/state assessments (i.e., attendance, graduation cohorts). The participants in the sampling (schools) were principals/school leaders, teachers, community partners, and support staff. The data analysis of the triple qualitative research (interviews, observations, and document viewing) found there were similarities and differences between the schools studied. The researcher recommends increased support services to schools and changes in educational policy and practices to meet the diverse needs of students today and in the future.
Subject Area
Educational leadership|Education Policy|LGBTQ studies|Educational administration
Recommended Citation
Ronga, Richard Dominick, "Schools for gay, lesbian, bisexual, transgendered, and questioning youth: What makes them viable" (2011). ETD Collection for Fordham University. AAI3468296.
https://research.library.fordham.edu/dissertations/AAI3468296
