Challenging homophobia in schools: policies and programs for safe school climates

In the United States there has been growing public and scientific attention to homophobia   in   schools. A  well-established   body   of   research   documents persistent and pervasive bullying, harassment and lack of safety at schools towards lesbian, gay, bisexual, and transgender (LGBT) students. This work makes clear that contemporary school and youth cultures are characterized by rigid gender and sexuality norms (including homophobia and expectations regarding masculinity, femininity, and heterosexuality); the well-being of students who do not conform to or who challenge these norms is often undermined. In recent years there has been a shift from      consideration of the plight of individual students to the acknowledgement that the school context or climate must be better understood in order to prevent bias-motivated bullying and promote school safety and student well-being. During the last decade a number of studies have identified specific education policies,  programs,  and  practices  that  promote  safe school climates. In this article I review what is known about policies and programs that promote safety for LGBT as well as heterosexual students in schools. A growing body of work indicates that the following strategies are associated with safer school climates for LGBT students: enumerated school nondiscrimination and anti-bullying policies; teacher intervention when harassment takes place; availability of information and support about LGBT concerns for students; the presence of school-based support groups or clubs (often called “gay-straight alliances”); and curricular inclusion of LGBT people and issues. In the context of this research, I discuss several       key issues for consideration by educators, policy-makers, and scholars. Keywords: school climate; homophobia; bullying

Gay-Straight Alliances, School Functioning, and Mental Health:Associations for Students of Color and LGBTQ Students

Utilizing a school-based sample of 895,218 students aged 10-18 years old, we examine differences in students' school functioning, substance use, and mental health in schools with and without Gay-Straight Alliances (GSAs). In addition, we examine whether GSA presence is associated with these outcomes for students of color and LGBTQ students. Overall, students in schools with GSAs were found to report better school functioning, lower substance use, and better mental health. For students of color, the association between the presence of a GSA and mental health and substance use was not as strong as it was for non-Hispanic white students. Further, for LGBTQ students, the association between the presence of a GSA and school functioning was not as strong as it was for non-LGBTQ students. Future research is necessary to ascertain the function of GSAs, especially for marginalized youth

Transdisciplinary and Community Literacies: Shifting Discourses and Practices through New Paradigms of Public Scholarship and Action- Oriented Research

In 2010, we received a nationally competitive grant from the Ford Foundation to undertake cross-disciplinary, community-engaged work to shift public conversations around youth sexuality, health, and rights (YSHR). We came to the projects from our positions as a humanities scholar (Licona) and as a social science scholar (Russell). According to the Ford Foundation, “a deeper understanding of human sexuality is an essential element of human rights and healthy social relationships.” Beginning with this assumption, we seek to be informed by and to inform policies and local practices; to initiate broad conversations that address sexual health and healthy sexualities for youth; and ultimately to develop innovative collaborations, programs, and research

Fitting EXAFS data using molecular dynamics outputs and a histogram approach

The estimation of metal nanoparticle diameter by analysis of extended x-ray absorption fine structure (EXAFS) data from coordination numbers is nontrivial, particularly for particles <5 nm in diameter, for which the undercoordination of surface atoms becomes an increasingly significant contribution to the average coordination number. These undercoordinated atoms have increased degrees of freedom over those within the core of the particle, which results in an increase in the degree of structural disorder with decreasing particle size. This increase in disorder, however, is not accounted for by the standard means of EXAFS analysis, where each coordination shell is fitted with a single bond length and disorder term. In addition, the surface atoms of nanoparticles have been observed to undergo a greater contraction than those in the core, further increasing the range of bond distances. Failure to account for this structural change results in an increased disorder being measured, and therefore, a lower apparent coordination number and corresponding particle size are found. Here, we employ molecular dynamics (MD) simulations for a range of nanoparticle sizes to determine each of the nearest neighbor bond lengths, which were then binned into a histogram to construct a radial distribution function (RDF). Each bin from the histogram was considered to be a single scattering path and subsequently used in fitting the EXAFS data obtained for a series of carbon-supported platinum nanoparticles. These MD-based fits are compared with those obtained using a standard fitting model using Artemis and the standard model with the inclusion of higher cumulants, which has previously been used to account for the non-Gaussian distribution of neighboring atoms around the absorber. The results from all three fitting methods were converted to particle sizes and compared with those obtained from transmission electron microscopy (TEM) and x-ray diffraction (XRD) measurements. We find that the use of molecular dynamics simulations resulted in an improved fit over both the standard and cumulant models, in terms of both quality of fit and correlation with the known average particle size

The Qualitative Interview in Psychology and the Study of Social Change: Sexual Identity Development, Minority Stress, and Health in the Generations Study.

Interviewing is considered a key form of qualitative inquiry in psychology that yields rich data on lived experience and meaning making of life events. Interviews that contain multiple components informed by specific epistemologies have the potential to provide particularly nuanced perspectives on psychological experience. We offer a methodological model for a multi-component interview that draws upon both pragmatic and constructivist epistemologies to examine generational differences in the experience of identity development, stress, and health among contemporary sexual minorities in the United States. Grounded in theories of life course, narrative, and intersectionality, we designed and implemented a multi-component protocol that was administered among a diverse sample of three generations of sexual minority individuals. For each component, we describe the purpose and utility, underlying epistemology, foundational psychological approach, and procedure, and we provide illustrative data from interviewees. We discuss procedures undertaken to ensure methodological integrity in process of data collection, illustrating the implementation of recent guidelines for qualitative inquiry in psychology. We highlight the utility of this qualitative multi-component interview to examine the way in which sexual minorities of distinct generations have made meaning of significant social change over the past half-century

Characteristics of schools with and without Gay-Straight Alliances

Research shows that Gay-Straight Alliances (GSAs) are associated with school climate and student well-being, but it is unclear what school characteristics may account for some of these findings. The current study describes characteristics of schools with and without GSAs. Using a population-based sample of 1,360 California public high schools, inferential statistics show that schools with larger enrollment, more experienced teachers, and lower pupil/teacher ratios were more likely to have GSAs. In addition, among schools with GSAs, larger enrollment, more experienced teachers, fewer socioeconomically disadvantaged students, and higher academic achievement are among the factors related to a longer presence of GSAs. Implications for GSA and policy implementation, as well as the importance of accounting for school characteristics in research on GSAs are discussed

Youth Empowerment and High School Gay-Straight Alliances

In the field of positive youth development programs, “empowerment” is used interchangeably with youth activism, leadership, civic participation and self-efficacy. However, few studies have captured what empowerment means to young people in diverse contexts. This article explores how youth define and experience empowerment in youth-led organizations characterized by social justice goals: high school Gay-Straight Alliances (GSAs). Through focus group interviews, fifteen youth leaders of GSAs from different regions of California explain what they think empowerment means and how they became empowered through their involvement with the GSA. Youth describe three inter-related dimensions of empowerment: personal empowerment, relational empowerment, and strategic empowerment through having and using knowledge. When these three dimensions are experienced in combination, GSA leaders have the potential for individual and collective empowerment as agents of social change at school. By understanding these youth\u27s perspectives on the meanings of empowerment, this article clarifies the conceptual arena for future studies of socially marginalized youth and of positive youth development

Processing The Interspecies Quorum-Sensing Signal Autoinducer-2 (AI-2) Characterization Of Phospho-(S)-4,5-Dihydroxy-2,3-Pentanedione Isomerization By LsrG Protein

The molecule (S)-4,5-dihydroxy-2,3-pentanedione (DPD) is produced by many different species of bacteria and is the precursor of the signal molecule autoinducer-2 (AI-2). AI-2 mediates interspecies communication and facilitates regulation of bacterial behaviors such as biofilm formation and virulence. A variety of bacterial species have the ability to sequester and process the AI-2 present in their environment, thereby interfering with the cell-cell communication of other bacteria. This process involves the AI-2-regulated lsr operon, comprised of the Lsr transport system that facilitates uptake of the signal, a kinase that phosphorylates the signal to phospho-DPD (P-DPD), and enzymes (like LsrG) that are responsible for processing the phosphorylated signal. Because P-DPD is the intracellular inducer of the lsr operon, enzymes involved in P-DPD processing impact the levels of Lsr expression. Here we show that LsrG catalyzes isomerization of P-DPD into 3,4,4-trihydroxy-2-pentanone-5-phosphate. We present the crystal structure of LsrG, identify potential catalytic residues, and determine which of these residues affects P-DPD processing in vivo and in vitro. We also show that an lsrG deletion mutant accumulates at least 10 times more P-DPD than wild type cells. Consistent with this result, we find that the lsrG mutant has increased expression of the lsr operon and an altered profile of AI-2 accumulation and removal. Understanding of the biochemical mechanisms employed by bacteria to quench signaling of other species can be of great utility in the development of therapies to control bacterial behavior

Expanding the scope of ligand substitution from [M(S2C2Ph2] (M = Ni2+, Pd2+, Pt2+) to afford new heteroleptic dithiolene complexes

The scope of direct substitution of the dithiolene ligand from [M(S2C2Ph2)2] [M = Ni2+ (1), Pd2+ (2), Pt2+ (3)] to produce heteroleptic species [M(S2C2Ph2)2Ln] (n = 1, 2) has been broadened to include isonitriles and dithiooxamides in addition to phosphines and diimines. Collective observations regarding ligands that cleanly produce [M(S2C2Ph2)Ln], do not react at all, or lead to ill-defined decomposition identify soft σ donors as the ligand type capable of dithiolene substitution. Substitution of MeNC from [Ni(S2C2Ph2)(CNMe)2] by L provides access to a variety of heteroleptic dithiolene complexes not accessible from 1. Substitution of a dithiolene ligand from 1 involves net redox disproportionation of the ligands from radical monoanions, –S•SC2Ph2, to enedithiolate and dithione, the latter of which is an enhanced leaving group that is subject to further irreversible reactions