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Summary: Gay-Straight Alliances in the School

Gay-Straight Alliances (GSAs) are student-led, school-based clubs. The ultimate goal of

GSAs is to help provide a safe environment in the school for lesbian, gay, bisexual, and

transgender (LGBT) students, as well as their straight peers. Those of the LGBT community are

known to be at risk for experiencing greater negative psychosocial experiences than their straight

peers. There has been an increase in evidence that shows the risk of LGBT students, especial

transgender youth. Sexual minorities (e.g., those who report same-sex attractions or

relationships) are at greater risk than their heterosexuals peers for suicide ideation and attempts,

depression, substance abuse, and lower self-esteem (Russell, Muraco, Subramaniam, & Laub,

2009).

Adolescents spend the majority of their time in school. Schools should be a setting for

positive youth development, academically and socially. Sadly, LGBT adolescents report high

rates of verbal and physical harassment in school and report that their school environments are

unsafe. These negative school experiences have been linked to long-term negative mental health

and health outcomes as well as concurrent academic outcomes (Russell et al., 2009). The

difference in positive school experiences for LGBT students and the lack of information about

positive development for LGBT adolescents, demands the need for research on specific

experiences of LGBT adolescents for positive school-based settings.

Research suggests that the presence of a GSA in the school can act as a protective factor

for LGBT adolescents, such that LGBT adolescents who report that their school has a GSA tend

to report more school safety and greater well-being (Toomey, Ryan, Diaz, & Russell, 2011). It

has been found that the presence of a GSA has been associated with fewer homophobic
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comments from peers, less victimization related to sexual orientation and gender expression,

greater school safety and school connectedness, and more instances of teacher intervention in

homophobic harassment (Toomey et al., 2011). Also, the presence of a GSA has been associated

with greater levels of school safety, fewer reports of missing school due to fear. Notably, the

presences of GSA are associated with a reduced risk of suicide.

Academic achievement is a primary goal for students. Being a member of a GSA is

associated with better academic achievement (Toomey et al., 2011). GSA members reported

higher grade point averages than nonmembers. The presence of a GSA seems to have more of an

impact on school issues and GSA members seems to have more impact on person-specific

outcomes, including personal empowerment and/or academic achievement. It seems that the

presence of GSA in schools can only have a positive impact for their students. Not only do GSAs

provide support for LGBT students, they have also evolved into an organization with numerous

purposes. Some continue to function as support-group, others are social organizations, and many

have become clubs engaged in educational and activist activities aimed at challenging

homophobia in schools. Many GSAs exist as an alternative social environment in the school, a

place to hang out, that is safe.

Even with all the positive data that research has provided, the presence of GSAs in

schools is still a matter of debate. The 1984 Federal Equal Access Act mandates that schools

receiving federal funding cannot discriminate against student groups, but schools have still

denied students the right to assemble a GSA. In 2009, students of Yulee High School won a suit

against the School Board of Nassau County for barring the formation of a Gay-Straight Alliance

in their middle and high schools (Russell et al., 2009). Also, students won a 2008 case against
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Okeechobee High School for denying their GSA the right to meet on campus (Russell et al.,

2009).

Evidence supports that school administrators and personnel should be supportive in

helping students form GSAs in schools as a potential source of promoting positive development.

Given that GSA have not brought any negative relationship between LGBT school victimization

and educational achievement, school administrators and personnel should consider additional

policies and programs that are associated with safer schools for LGBT students, including GSAs.

Schools should be a setting for positive youth development and resiliency. The inclusion of a

GSA is a step forward in achieving that goal.

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Annotated Bibliography

Griffin, P., Lee, C., Waugh, J., & Beyer, C. (2004). Describing Roles that Gay-Straight Alliances

Play in Schools: From Individual Support to School Change. Journal of Gay & Lesbian

Issues in Education, 3, 7-22. https://doi.org/10.1300/J367v01n03_03

Based on a broader qualitative study of organizational level changes in schools participating in

Massachusetts' Safe Schools Program, the authors of this study describe four roles that GSAs

played in the twenty-two schools: counseling and support; safe space; primary vehicle for

raising awareness, increasing visibility, and educating about LGBT issues in school; and, part of

broader school efforts for raising awareness, increasing visibility, and educating about LGBT

issues in school. The advantages and disadvantages of each role are discussed in terms of

addressing broader issues of heterosexism in schools, providing safety for LGBT students, and

sustaining long-term organizational level changes in schools.

Heck, N. C., Lindquist, L. M., Stewart, B. T., Brennan, C., & Cochran, B. N. (2013). To Join or

Not to Join: Gay-Straight Student Alliances and the High School Experiences of Lesbian,

Gay, Bisexual, and Transgender Youths. Journal of Gay & Lesbian Social Services, 1,

77-101. https://doi.org/10.1080/10538720.2012.751764

The present study investigated 79 LGBT college students experiences attending high

schools with GSAs. Responses to two, open-ended survey questions were analyzed thematically

to identify reasons that underlie GSA non-membership and to model facets of GSAs that may

impact the GSA-related experiences of LGBT youths. Three frames of reference for

understanding GSA non-membership and perceptions of GSAs emerged. Leaders and advisors
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enhance specific aspects of GSAs that appear to be associated with positive perceptions of

GSAs.

Jocelyn-Blackman, G. How Are LGBT Youths Affected by Discrimination and What Can

Schools Do to Help? Retrieved from https://www.york.cuny.edu/academics/writing-

program/the-york-scholar-1/volume-5-fall-2008/how-are-lesbian-gay-bisexual-and-

transgender-lgbt-youths-affected-by-discrimination-and

The present study elaborated on the severe impacts on LGBT youths, not only caused by

discrimination, but also due to lack of support and guidance. The roles of the parents and schools

in helping minimize discrimination against LGBT youths was discussed. Information is given to

help instruct schools and parents to accept and support gay students rather than add to the

discrimination that they already face. Doing so will reduce the high school drop-out rate and

most importantly the youth suicide rate. hopefully capture the attention of parents and schools

and perhaps help modify their outlook on LGBT youths.

Pizmony-Levy, O., & Kosciw, J. G. (2016). School climate and the experience of LGBT

students: A comparison of the United States and Israel. Journal of LGBT Youth, 13, 46-

66. https://doi.org/10.1080/19361653.2015.1108258

The present study examines the school experience of LGBT students in the United States

and Israel. Through comparison of the sociocultural and educational contexts, the authors assess

whether school experience of LGBT students differs or operates similarly across countries. In

comparison with their Israeli counterparts, LGBT students in the United States were more likely

to experience assault and harassment in schools but were more likely to have access to LGBT

supportive resources in their schools. Results from multi-variate analysis show that negative

school climate affect absenteeism and school belonging similarly for both countries.
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Russell, S. T., Muraco, A., Subramaniam, A., & Laub, C. (2009). Youth Empowerment and High

School Gay-Straight Alliances. Journal of Youth and Adolescence, 38, 891

903. http://doi.org/10.1007/s10964-008-9382-8

The present study explores how youth define and experience empowerment in youth-led

organizations characterized by social justice goals. Youth describe three inter-related dimensions

of empowerment: personal empowerment, relational empowerment, and strategic empowerment

through having and using knowledge. By understanding these youth's perspectives on the

meanings of empowerment, this article clarifies the conceptual arena for future studies of

socially marginalized youth and of positive youth development. Although GSAs continue to

provide support for LGBT students, they have evolved into organizations with several purposes.

Some continue to function as counseling or support-groups, others are social organizations, and

many have become clubs engaged in educational and activist activities aimed at challenging

homophobia in schools. Many GSAs exist as an alternative social environment in the school, a

place to hang out that is safe and supportive for a wide range of alternative students who do

not fit in to the dominant culture of the high school.

Seelman, K. L., Forge, N., Walls, N. E., & Bridges, N. (2015). School Engagement among

LGBTQ High School Students: Roles of Safe Adults and Gay-Straight Alliance

Characteristics. Social Work Faculty Publications, 60.

The present study found that 62% of LGBT students who had reported negative

experiences were met with no response or action taken on their behalf by school staff. Having

access to a safe adult serves as an important component in the creation of a safe school for
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LGBTQ students. Schools with supportive adults and staff help to create an environment where

students feel more connected to their education, have a greater sense of school belonging, are

more likely to attend activities of a GSA, and are less likely to experience victimization or miss

school due to feeling unsafe. It has been found that LGBT students who could identify an adult

in school they could talk to were about one third more likely to report being threatened or

victimized at school compared to those without an adult.

Toomey, R. B., Ryan, C., Diaz, R. M., & Russell, S. T. (2011). High School Gay-Straight

Alliances (GSAs) and Young Adult Well-Being: An Examination of GSA Presence,

Participation, and Perceived Effectiveness. Applied Developmental Science, 15, 175

185. http://doi.org/10.1080/10888691.2011.607378

The present study examines the potential for GSAs to support positive youth

development and to reduce associations among LGBT-specific school victimization and negative

young adult well-being. Findings revealed that the presence of a GSA, participation in a GSA,

and perceived GSA effectiveness in promoting school safety were differentially associated with

young adult well-being and in some cases, buffered the negative association between LGBT-

specific school victimization and well-being. At low levels of LGBT school victimization, GSA

participation seemed to buffer the direct negative associations between LGBT victimization and

young adult depression, such that participants who were involved in their high school GSA

compared to those who were not involved reported significantly lower levels of young adult

depression at low levels of LGBT school victimization.

Valenti, M., & Campbell, R. (2009). Working with youth on lgbt issues: Why gay-straight

alliance advisors become involved. Journal of Community Psychology, 37, 228-248.

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The present study explored motivation for citizen participation in a local context by exploring the

experiences of GSA advisors from public high schools. Fourteen advisors from one Midwestern

state were randomly recruited for participation. Inductive and deductive qualitative analyses

elucidated themes and subthemes surrounding the motivation for becoming an advisor. Two

major themes that emerged were a protective attitude toward LGBT youth, a personal connection

with sexual minority people/issues. It became clear that deciding to become a GSA advisor was

not necessarily an easy decision. The decision-making process was analyzed. Themes that arose

were surrounding worries, ex: possible lack of credibility, fear of job loss, and being accused of

recruiting youth to the gay lifestyle and security ex: tenure or protections against being fired,

and being married.