The courage to be: LGBTQ+ youth within the heteronormative and cisgenderist school environment

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Murphy, S. E., Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515 and Wilson-Daily, A. E. (2024) The courage to be: LGBTQ+ youth within the heteronormative and cisgenderist school environment. International Journal of LGBTQ+ Youth Studies. ISSN 2996-900X

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To link to this item DOI: 10.1080/29968992.2024.2427618

Abstract/Summary

Recent research studies tend to view LGBTQ+ youth through lenses of marginal¬i¬zation and victimization, or through ideas of resilience and accommodation to heteronormative and cisgenderist practices. Insufficient attention has been paid to the courage many LGBTQ+ students display through daily life at school to con¬tinuously stand up to these norms. This study explores the experiences of students who identify as LGBTQ+ in 10 secondary schools in southern England gathered through 11 focus groups (total n = 67). Using corpus-assisted discourse analysis and qualitative content analysis, we identify a number of ways in which LGBTQ+ students display courage in navigating their day-to-day exist¬ence, often challenging hetero-and cisgenderist norms. The authors urge schools to rethink and promote affirmative action, as courage to instigate change should not fall solely on the shoulders of LGTBQ+ students and a handful of allies.

Item Type:	Article
Refereed:	Yes
Divisions:	Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:	119345
Uncontrolled Keywords:	LGBTQ+ students; courage; secondary school; heteronormative; cisgenderist.
Publisher:	Taylor & Francis

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References

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The courage to be: LGBTQ+ youth within the heteronormative and cisgenderist school environment

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