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Status: Data collection began May, 2013 .
ABSTRACT: Exploring the implementation of New York State’s Dignity for All Students Act from the position of various stakeholders including the NYSED, legislators, advocacy groups, Task Force committee members, schools and districts
Status: Data collection complete. Analysis in progress.
ABSTRACT: Case study of an elementary school that reports successfully creating a supportive environment for a transitioning transgender elementary school child in rural Vermont. Study explores the perceptions of the school faculty on their experiences and what “success” in this context means.
Status: Data collection in progress summer/fall 2017
ABSTRACT: Syllabi will be evaluated for inclusion of LGBT issues, risk management language, equity language.
Status: Data collection in progress.
ABSTRACT: New York State’s Dignity for All Students Act requires 6 clock hours of preservice teacher training on diversity and reporting bullying. These hours are divided into 3 face-to-face instructional hours on diversity, and 3 online on the at itself. Study explores new teacher stories of their required DASA workshop
Status: Analysis on-going. We have chosen to delay publication of this study to protect the teacher participants.
ABSTRACT : Case Study: This study explores the stories of fear and surveillance told by teachers in a Central New York suburban school district who participated in RSIS professional development training After attending the district sanctioned workshop, teachers posted “Safe Space” stickers in their classrooms. Within two days, they were ordered to remove the stickers. Fear of the district and school administration emerged as a central theme in the stories of teachers who felt they “should” be advocating and actively supporting LGBTQ students but believed that they would suffer personal and professional consequences for speaking out.
Status: Data collection and analysis on-going.
ABSTRACT: This study explores the relationship between policy and school culture in a rural school district cited for LGBT harassment. Data include policy documents and educator narratives.
Status:
Status: Data collection complete; analysis on-going
ABSTRACT: This research uses critical textual analysis to explore the heteronormative structure of sex education curricula in New York State. Preliminary evaluation indicates that these curricula either A) do not address sexual diversity; or B) if they do, utilize an add-on approach which fails to provide validity for non- reproductive sexual acts and/or associated non-hetero sexualities with disease. Preliminary findings also indicate that these curricula often reinforce traditional gender roles. This project is in conjunction with the ACLU.
Status: Analysis on-going.
ABSTRACT: Researchers for this project spent three months in high school Gay Straight Alliances and Acceptance Coalitions throughout the Syracuse, NY area exploring student visual representation of their LGBTQ/A identities in relation to schooling. Students were asked to respond artistically to prompts exploring issues of power, agency, and representation in the high school setting and to engage the relationship between image and text to create a painting or mixed media piece reflecting how they see themselves as a LGBTQ or A student. The representations evidenced how students position themselves, are positioned by others, and negotiated their identities in and out of school employing imagery that addressed fear, judgment, loneliness, isolation and escapism and expressing how those feelings influenced and infiltrated their daily school experience. There were also images of an imagined and hopeful future where the pain of social stigma had been lifted and students were “freed” from the weight of a marked identity.
In 2008/2009, Elizabethe Payne, Kris Goodrich (now graduated), and Melissa Luke in the Educational Counseling, designed a course progression to prepare future school counselors to support LGBT students.