The Impact of Socio-Economic Status on Acceptance of LGBT Gifted Students in Urban/Suburban Schools

The Impact of Socio-Economic Status on Acceptance of LGBT Gifted Students in Urban/Suburban SchoolsNational Association for Gifted Children Annual Conference November 3, 2006Dr. Gillian ErikssonMr. Christopher R. FriendUniversity of Central Florida

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Dr. Gillian Eriksson / Christopher R. Friend / University of Central Florida

AbstractStudies of GLBTQ (Lesbian, Gay, Bisexual, and Transgender) gifted students face the difficulty of identifying these at-risk students who are hidden, threatened, and oppressed in many schools. The fear of disclosure makes this group difficult to identify, but meeting their unique affective and curriculum needs is crucial. This qualitative study used case studies and interviews to obtain information about the experiences and attitudes to GLBT gifted students in two high schools: one urban, ethnically diverse, and low-income; and one suburban, macro-cultural, and affluent. Includes recommendations for differentiated counseling services for LGBT students.

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RationaleSeminar: Presentations by Gay Students Teachers by Panel

High Income suburban - more harassment and pressure not to disclose (Dominant culture population)

Low Income Inner City - less harassment and open disclosure (Diverse Population)

Key Question: What impact does exposure to diverse populations have on acceptance of LGBT gifted students and LGBT teachers of gifted students?

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Homophobia in our Schools80% of tomorrow’s teachers self-report negative attitudes toward LGBT people; one-third of them can be classified as ‘high-grade homophobes.’

66% of guidance counselors harbor homophobic feelings – only 20% having received any training about LGBT issues (Sears, 1992).

Teachers hide their sexual identity and even distance themselves from LGBT youth, decreasing the opportunity to provide guidance out of fear similar to that experienced by their students (Jennings, 1994)

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ResearchDr Gary Orfield (2005) — little diversity in most high-income schools in spite of Brown v. Board of Education decision. In low-income schools there is greater diversity and concentrated minorities, particularly Hispanic and African-American children.

In many states, there are far fewer students in gifted programs at low-income schools, whereas in high-income areas, there is a high percentage identified (Davidson et al, 2004).

Minorities are under-represented in gifted programs nationally (Donovan & Cross, 2002).

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Ethnic Representation in Gifted Classes (Nationally)

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0

10

20

30

40

African-American Latino Asian White

% of Student Population % of Gifted Enrollment

80

70

60


Difficulties of Identifying Gifted LGBT Students and Teachers

Self-identification - outed students

Cohn (2003) stated that in a large urban high school of 3,000 students, 3 to 9 students might be both Gifted and LGBT, which significantly limits the probability that these individuals ever connect with one another.

Lower incidence in Low-Income of identified gifted

Can only interview/case studies of High School Gifted LGBT

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The self-identification process for GLBTsStages in Development

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Pre-Identity Confusion(early sensorimotor)

Belief that one is

heterosexual; cannot

separate self from

feelings; sense of

differentness without

known cause

1Identity Confusion

(late sensorimotor)

Realization that one

might be gay (causes

confusion); focus on

behaviors; low self-

esteem; thoughts of

"just a phase"

2Identity Comparison

(early concrete-operational)

Ability to express

feelings as same-sex;

unwillingness to identify

self as gay

3Identity Tolerance

(late concrete-operational)

Acknowledgment that

one is probably gay;

negative thoughts

regarding homosexuality

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Identity Acceptance(early formal-operational)

Abstract logic leads to

labeling oneself as

gay; acceptance

progresses gradually

5Identity Pride

(late formal-operational)

Identification of how

past experiences

were affected by

identity; anger at past

homophobia

6Identity Synthesis

(early dialectic)

Integration of various

personal identities;

reduced anger as one

considers context;

shift to existential

questioning

7Identity Deconstruction

(late dialectic)

Continuous self-

development of one's

views of self, identity,

and orientation;

refining process

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Characteristics and Challenges of Gifted LGBT Students (Eriksson & Stewart 2005)

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Gifted Students LGBT Students Gifted LGBT Students

Heightened sensitivity to social issues

Protection from discrimination, sanctions

and violenceIntense awareness and personal

ethics

Peer Pressure to Hide Giftedness

Peer Pressure to remain “in the closet”

Highly developed system of masks and scenarios to protect

self

Need for intellectual challenge

Need for Tolerance and acceptance

Knowledge of contributions of great leaders and achievers who

were/are Gifted and LGBT

Need for normalizing social experiences

Positive peer relationships

Need to be supported by other Gifted and LGBT students


Characteristics and Challenges of Gifted LGBT Students (Eriksson & Stewart 2005)

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Gifted Students LGBT Students Gifted LGBT Students

Examination of social/cultural systems

Awareness of being a discriminated minority

Acceptance of diverse family and social structures:

documentation in literature

Creative Productivity in interest area

Self-esteem and creative expression

Acceptance of diverse forms of creative productivity specific to

gay communityModification to regular

curriculum: acceleration, enrichment

Positive contributions of gay achievers

Incorporation of orientation into curriculum study

Mentoring and Internships Gay Mentors Heroes who are gay and gifted


Qualitative Design

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Low SESHigh School

High SESHigh School University

Gifted LGBT Students

Gifted LGBT Teachers

S1 HighS2 High

S3 HighS4 High

S5 Low SESS6 High SES

T1 ElementaryT2 High

T3 ElementaryT4 High


Trends: General Gifted LGBT Issues for Students

Harassment

Isolation

Lack of Support Systems

Lack of Advocates

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Findings: General Gifted LGBT Issues for Teachers

PersonalPersonal safety & harassment

Career stability & promotion

Discomfort with discussion of LGBT issues and topics

Advocating without disclosing (inability to serve as role model)

CurricularCollaborations with non-LGBT gifted students on creative productsInclusion of conflict resolution skills, emotional intelligence for LGBT giftedInclude discussions on safe sex, risk behaviors, dependenceFinds outlets for student creative products in appropriate LGBT communities (online, publications, etc)Supportive of diverse families including LGBT

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Findings: SES Gifted LGBT Issues for Students

LOW SESGreater tolerance of diversityFocus on socioeconomic stressesFear of disclosureFear of bullying/violencePrevalent verbal abuse

HIGH SESLower tolerance of diversityHigh fear of disclosureIncidents of bullying and verbal abuseIncidents of harassment

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Findings: SES Gifted LGBT Issues for Teachers

LGBT issue integration

Diversity in student collaboration

Discrimination policies

Student safety

Support for student groups

Professional security

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Recommendations for Differentiated Counseling Services

Developmental vs Crisis Oriented ApproachTrained counselors that support identity stage development/clarificationpositive role-models; Positive and tolerant school climatepeer support; Anti-bullying strategiesAlliances with other gay and/or gifted

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Model for Culturally Responsive Counseling for Gifted LGBT

Gay, 2000, clarified “culturally responsive pedagogy” as:

validating;

comprehensive;

multidimensional;

empowering;

transformative;

emancipatory.

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Guidelines for Counselors of Gifted LGBT Students Van Wormer, Wells & Boes (2000)

Dismantle heterosexism and infuse LGBT throughout schoolPromote programs targeting Anti-bullying and verbal abuseWorkshops on sexual orientation for student leaders, teachers, administratorsSchool based support for students and familiesAllow climate for LGBT teachers to be role models

Encourage LGBT panels from local colleges/universitiesInformal discussion groupsEnsure school library has information on sexual orientationLink students and families with local resourcesEducate for safe sex, prevention of drug/alcohol abuse, high-risk behaviors, suicideMaintain complete confidentiality

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ReferencesCohn, S. (2003). The gay gifted learner: Facing the challenge of homophobia and antihomosexual bias in schools. In J. A. Castellano (Ed.), Special populations in gifted education: Working with diverse gifted learners (pp. 123-134). Boston, MA: Allyn & Bacon.Eriksson, G., and Stewart, T. (2005). Gifted and Gay (G2): The characteristics and educational needs of a dual minority group. University of Central Florida.Gay, G. (2000). Culturally responsive teaching: Theory, Research, and Practice. New York, NY: Teachers College Press.Jennings, K. (Ed.). (1994). One teacher in 10: Gay and lesbian educators tell their stories. New York: Alyson Books.Orfield, G; Chungmei, L (2005) Why Segregation Matters: Poverty and Educational Inequality. Office of Civil Rights. Cambridge, MA: Harvard University. Available at: <http://www.civilrightsproject.harvard.edu/>

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